BOARD OF EDUCATION SCHOOL DISTRICT NO. SO HAIDA GWAII
MEETINGAGENDA ITEM# 5.1
Action: X Information:
Meeting: RegularBoard MeetingDate: October27. 2020
Topic: Approvalof minutesof priorboard meeting
Background/Discussion: 5.1-September 22 , 2020regu lar boardmeeting minutes
RecommendedAction:
THATthe Boardof Educationof School District no.50 (HaidaGwaii) approve the September 22, 2020Regular boardmeeting minutes
Presentedby: Board Chair MINUTESOF THE REGULARBOARD MEETINGHELO ON TUESOAY, SEPTEMBER22, 2020 HELD AT THE ADMINISTRATIONOFFICE IN OAAJING GIIDS/QUEENCHARLOTTE AND VIA GOOGLE MEETS
PRESENT: RoelandOenooij, Chair Dana Moraes, Vice-Chair Julia Breese,Trustee Wilson Brown, Trustee (Joinedthe meetingat 1821)
ALSOPRESENT: Carey Stewart,Superintendent of Schools Kevin Black, Secretary-Treasurer Lao Peerless,Manager of Operations Steve Gottic, IT Manager MaureenBenoit, HumanResources Officer/note-taker
REGRETS: Adeana Young, Trustee
MEMBERSOF THE PUBLIC/GOOGLEMEET:
Keo Evans Anne Barnes Claire Gauthier Warren McIntyre LaverneHamilton Janet Rigg JenntterWhite KazamlrFalconbridge Stephen Ouerengesser
l. ACKNOWLEDGEMENTOF HAIOATERRITORY ChairpersonOenooi j respectfully acknowledgedthat the meetingwas held on the uncededand traditionalterritory of the Halda Nation.
2. CALL TO ORDER ChairpersonOenooij ca lled the meeling to order al 1804 hours.
3. PUBLIC QUESTION PERIOD The Board of Educationof School Dls!rlcl No. 50 (Haida Gwall) Invitedmembers of the public lo addressagenda items during the Public QuestionPerioel. The following agenda items were discussed: • None
4. APPROVAL OF AGENDA
R20092201 MOTIONBY Trustee Julia Breese SECONDEDBY Vice-Chair Dana Moraes
THAT the Board of Educationof School District No. 50 (Haida Gwaii)approve the September22, 2020 Regular Board meetingagenda with the followlngadd itions:
• 13.5 Human ResourcesOfficer report SOSO(Holda Gwoii) l Regular 8001d Meeting, Septembe, ZZ, 2010 • 13.6 Finance Vouchers
MOTIONCARRIED
5. APPROVAL OF THE MINUTES OF THE PRIOR MEETING AND RECEIPT OF RECORDS OF CLOSED MEETINGS 5.1 June 23, 2020 Regular Board meeting minutes
R20092202 MOTIONSY Vice-ChairDana Moraes SECONDEDBY Trustee Julia Breese
THAT the Board of Educationof School District No. 50 (Haida Gwaii} approve the June 23, 2020 RegularBoard meeting minutesas circulated.
MOTIONCARRIED
5.2 August 28, 2020 Special Board meeting minutes
R20092203 MOTIONBY Vice-ChairDana Moraes SECONDED BY TrusteeJulia Breese
THATthe Board of Educationof School District No. 50 (Haida Gwaii) approve the August 28, 2020 Special Board meeting minuteswith the following amendment:
• Change In-CameraMeeting to Special Meeting.
MOTIONCARRIED AS AMENDED
5.3 Sep1ember22, 2020 In-Camera Rise and Report The Superintendentof Schools reportedthat property,personnel and student matters were discussed at the September22. 2020 In-Camerameeting.
R20092204 MOTIONBY Vice-ChairDana Moraes SECONDED BY TrusteeJulia Breese
THAT the Board of Educationof School District No. 50 (Halda Gwaii) approvethe Septembe,22, 2020 In-CameraRise and Reportas presented.
MOTIONCARRIED
6. REPORT ON ACTION FROM PREVIOUS MEETING • No report
7. DELEGATIONS/PRESENTATIONS • No delegations
8. CHAIRPERSON REPORT ChairpersonDenoolj reported that he has been workingclosely with the district senforteam on the 2020/2021school restart. He attended meetingswith Board Chairs across the province,the Special Board Meetingon August 28"' and the Info-sessionat Sk'aadgaaNaay Elementary School. SOSO(Haido Gwoii} 2 Regular Boord Meeting, September 22, ZOZO
, 9. SCHOOL START UP 9.1 District Forecast SuperintendentStewart presenteda report on the school district's projectedenrolment for the 2020·21 school year.
Discussion; The need for engagementwith parents who have enrolled their children out of district. Some students that are in self.Isolationat this tlme may return to the district. Home school parents are concerned with the longer bus ride from Tlell to Skldegate.
Summary:School District 50 has twenty-eight(28) fewer studentsdistrict-wide than projectedin February2020.
9.2 Federal Funding The Secretary-Treasurerprovided a brief overview of the COVID·i 9 Federal Safe Return to Class Funding allocated to the district. When planningfor this funding, spending should: • be in alignment with school districts K-12 Restart plans. • considerthe needs ol Indigenousstudents • considerthe needs of studentswith disabilitiesand diver!\.eabilities, vulnerablestudents (e.g. childrenand youth in care), and other studentswith low educationaloutcomes. School District50 has received$150,000 and another $150,000 is expected in January 2021 to assist in the following four areas: 1. Leaming resourcesand supports 2. Health and safety 3. Transportation 4. Before and after school care
10. SUPERINTENDENT REPORT 10.1 New Student Trustee Process SuperintendentStewart reportedhaving met with the secondary school princlpals to begin identifyingstudents that would be interestedin the role of student trustee.
10.2 Board Meeting Oates2020/2021 SuperintendentStewart presentedthe 2020-2021Board of Educationof School District No. 50 Meeting Schedule.This schedulewill be posted to the website.
Discussion Locationof lhe next meetings. The October 2020 meetingwill be hosted In the same format as this (September22. 2020) meeting and the Board will be announcingthe locationot subsequentmeetings in the future.
10.3 ALM Field Trip Application SuperintendentStewart presentedthe ALM Fishing Oay at Copper Bay lield trip applicationfor approvalby the Board.
R20092205 MOTION BY Vice•ChairDana lllloraes SECONDEDSY Trustee Julia Breese
SOSO(Haida Gwoii) 3 RegularBoord Meeting, Seprember2 2, 2020 THATthe Board of Education of School District No. 50 (Halda Gwaii) approveme ALMlield trip to Copper Bayas presented.
MOTIONCARRIED
11. INDIGENOUS EDUCATION 11.1 OrangeShirt Day SuperintendentStewart spol 11.2 LEA update SuperintendentSteward reported on the progress of a renewed Local EducationAgreement (LEA) with the SkidegataBand Council.School District 50 is also in discussionwtth the Old Massett Village Council(OMVC) to establlshan LEA. 12, STRATEGIC AND POLICY ISSUE$ 12.1 BC School TrusteesAssociation Update vice-Chair Moraesand Trustee Breesereported on the BCSTAProvincial Town Hall Meeting covering the new COVID safety measurein schools. New resources will be malled to districts and Informativelinks are on the BCSTA hub (below) and will be posted on our website. • http:ll www.bccdc.ca/Health-lnfo-Site/Documents/COVIDpu blic gyidance/Guidance-k-l2•schools.pdf • https :lj www2.gov.bc.c~/gov/ content/educatlon-traj11ing/k· 12/covid-19-return-to•school • https:ll www2.gov.bc.ca/gov/content/education•training/k-12/administration/program-management/safe• caring•and-orderly-schools As a member of the BCSTA IndigenousEducation Committee,Vice•Chalr Moraesreported that the committee is involvedin many differentaspects of education,but mainly awarenessfor Indigenous Education an 13. OPERATIONS 13.1 Maintenance& Transportationreport Lao Peerless, Managerof Operations,presented his report Discussion: Lack of transportationfor students from Tlell to Port Clements Sidewalks at Sk'aadgaa Naay ElementarySchool. 13.2 InformationTechnology report Steve Golfic, IT Manager, presented his report. 13.3 AuditedFinancial Statements2019/2020 The Secretary-Treasurerpresented the 2019/2020 Audited Financial Statements and provided a detailed summary of Statement 1 and Statement 2 of the report. The Secretary•Treasurer also thanked Caleb Taguchi, FlnanclalServices Manager, and Moira Dubasov,Assistant Secretary-Treasurer,for their work on the financialreports. R20092206 MOTIONBY Julia Breese SECONDEDBY Wilson Brown THAT the Board of Education approve the 2019/2020 Audited Financial Statementsof School District No. 50 (HaidaGwaii) as presented. MOTION CARRIED UNANIMOUSLY SOSO(Haid'1 GwaiiJ 4 flegular Board Meeting, September 22, 2020 13.4 Signing Authority R20092207 NOTION BY Trustee Wilson Brown SECONDEDBY Vice-Chair Dana Moraes THAT the Board of Educationapprove signing authority be given to Mr. Kevin Black, Secretary Treasurer. 13. 5 HR Report Maureen Benoit, Human Resources Officer, presented her repo(t. 13.G Finance vouchers for June and July 2020 R20092208 MOTION BY Vice-Chair Dana Moraes SECONDEDBY Trustee Wilson Brown THAT the board of Educationapprove the School District No. 50 (Haida Gwaii) June and July 2020 Vouchersof as presented. MOTION CARRIED UNANIMOUSLY 14. CORRESPONDENCE • None 15. QUESTION PERIOD The Board of Education of School District No. 50 (Haida Gwali} and members of the public held a question and answer period. The following agendaitems were discussed: • Bussing for students from Tlell to PCES; • COVID-19 symptomsremoved from the daily health check 11st; • The sharing of enrollmentInformation; • Studentsenrolled in other schools; • DL programming IQrstudents In SOSO; • Training for Student Trustees; • O&As from the Special Board meeting (Aug. 28, 2020); • Support tor home-schooledstudents; • Numberof homeschoolerswithin SOSO; • COVID•19 outbreak plan. 16. ADJOURNMENT R20092209 MOTION BY Vice-Chair Dana Moraes THAT the Board of Educationof School District No. 50 (Haida Gwaii} adjourns the Regular Board meeting al 1943 hours. Chairperson Secretary-Treasurer SOSO{Haido Gwoii} s RegularBoord Meeting, 5eprember22. 2020 C BOARD OF EDUCATION SCHOOL DISTRICT NO. 50 HAIDA GWAII MEETINGAGENDA ITEM# 5.2 Action: X Information: Meeting: RegularBoard MeetingDate: October27, 2020 Topic: In Riseand Report Background/Discussion: 5.2- October27. 2020In-Camera Rise and Report RecommendedAction: THATthe Boardof Educationof SchoolDistr ict no.50 (Ha ida Gwaii) approvethe October 27, 2020 In-Camera Riseand Report as presented. Presentedby: Board Chair BOARD Of EDUCATION SCHOOL DISTRICT NO. SO HAIDA GWAII MEETINGAGENDA ITEM # 6.1 Action: Information: X Meeting: RegularBoard MeetingDate: October27, 2020 Topic: Bussing to PortClements Background/Discussion: 6.1- Bussingto PortClements RecommendedAction: Correspondence/ Information Presentedby : BoardChair 36 CedirAv!nue We.st The Villageof PO 8ox 198 Port Cltment,, ec PORTCLEMENTS VOTlAO Phon•: 2SO-SS7-4295 '~ateway to the Witdemess" FAX; 2S0·SS7•4S68 £mail~ offict@portcfement$.<:a; Web: www.f)Ort<1ements.c:a October 19, 2020 To: Board of Sch.oolTrustees School District No. 50, Haida Gwaii POBox69 Queen Char\oue. BC VOT ISO Re: Port Clements Elementary Busing The Village of Port Clements is requesting that the Board of School District No. 50 address the lack of busing available to Port Clements Elementary School (PCES) and the subsequent heal!h and safety concerns posed by this reduction of service by reconsidering the cancellation of the Tlell/Port Clements bus route and the decision to refuse transportation subsidies for Tiell parents currently driving their children to PCES. Parents of children who formerly were able to attend PCES when there was a bus route, such as the parents in Tiell, are faced with limited and punishing choices: either financially, on themselves, or on the heallh, safety and emotional well-being of their children. The School District has determined that parents who drive their children to PCES are ineligible for transportation s11bsidy,leaving parents out-of-pocket for these costs on top of the scheduling challenges it poses to their work conditions. These financial pressures have been exacerbated with the advent of COVID-19. However, parents find this or homeschooling preferable to the alternative where their children, as young as 4.5 years old, have a daily 3-hour bus ride on top of their school day in order to gel to school in Skide gate. The TlelVQueenCharlotte bus route takes three times as long as the Tlell/Pott route took, staning at 7:30 AM and reaching the school in Skiclegaleat 9:00 AM after going through Queen Charlotte lo the high school. It is a bus shared with high school studentS, with children as young as 4-S years old in the same limited space as teenagers up to l 7/18 years of age or older. This is concerning given the physical. emotional, and rnental developmental differences between age groups and poses a health and safety question. When this .3-hourmixed-cohort bus route was being proposed and considered as an option, was a health assessment done to ensure that the emotional. mental, and physical wellbeing of the children was being maintained and accounted for under these conditions? Our community has not seen this, and as expected many parents have chosen not to risk their children's health and safety, either cnoosing to homeschool or drive their children to PCES. Asides from 1he paramount health and safety concerns, when the bus service was cancelled in 2018 it resulted in a drop of PCES enrollment, as children from other communities that attended PCES were funneled to other schools instead. This resulted in the classes being compressed from three classes with two to three different grades in them to two classes with four grades in them. This exacerbates the educational challenges in handling mixed grade cohortS and conveying their respective materials, as children in different grades have different educational materials and expectations to meet. This reduction in students also reduced staffing levels, which in tum reduced or eliminated extra-curricular sports offerings and social events. Altogether this impacts the educational quality and social health of PCES and decreases its long-term viability. It drastically reduces its appeal to families which might locate themselves in Port Clements, Tiell and other areas around our communities as 1heeducational and social opportunities for their children are reduced iflhey do. As such 1hebus route cancell~lion impacts the long- 1enn sustainabilityof ow-communities. Understandablythere are cha!!engesin offering bus services, but given its significantimpact on the wellbeing of our children, families, and communities, it is expected that such decisions lo cancel services are thoroughly rationalized,plans provided to address negative impac1s,and extensive consulta1ionwith 1heimpacted communitiesand groups, such as PTAC, is done. No ralionale or analysis was given for the cancellation of the Port/Tlell bus route, nor have plans been presented to eliminateor reduce the nolableand continuing educationaland social impacts, let alone 10 address the health and safety concems posed, lhat the discontinued bus services are having on our children and on our communities.Council is requestingthat the School District present its rationale, develop 1hese plans, and providethem to our communitiesto address our ~ommunities' concerns. We look forward lo hearing the Board's response. Sincerely, Doug Oaugert Mayor, Village of Port Clements Port Clements Elementary School busing concerns Background: At the September 8, 2020 regular meeting of Council, Bev Lore expressed her concern about the cancellation of the Tiell-Port Clements elementary school bus run and the effect that this has had on the Port Clements Elementary School {PCES). CAO Ruby Decock, a member of the Tiell Community Association, reached out informally and reported to the September 21, 2020 regular meeting that 6-8 Tiell children would attend PCES if busing was provided. History of PCES busing: Students from Tlell have been bused to Port Clements to attend school since the 1950s. In 1962 a road was opened to Juskatla, adding students from that community. In all islands schools at that time-Masset, Port Clements, Queen Charlotte, Sandspit, and Tasu-Grades 1-10 were taught. Students boarded with families off island to complete grades 11 and 12, receiving a subsidy to defray costs from the School District. In 1970 Tahayghen Elementary was built and opened to accommodate the influx of military personnel dependents due to the expansion of CFS Masset, the newly renamed George M. Dawson Secondary School extended to cover grades 8-12, and Port Clements was reduced to a Grade 1-7 elementary school. Busing costs mounted over the years, district enrollment declined, and by 2009, when the School Board briefly cancelled the Port Clements-Masset bus run for high school students, district busing cost $385,000 but the provincial government supplied $291,000 for student transportation, an amount that had remained unchanged />agelo/S .. since 1991. (Board Defends Bus Cancellation, Haida Gwaii Observer, April 15, 2009} Catchment areas, which used to dictate the schools students could attend, were effectively removed in the mid-2000s on Haida Gwaii. Provided there is space, students can attend any school in the district. In April 2018, a report on Student Transportation by then-Secretary Treasurer Shelley Sansome proposed cancelling the $567,000 contract with First Bus Canada and the $15,000 contract with Eagle Transit. The Ministry of Education would provide capital funding allowing the School District to provide busing services at an estimated annual operating cost of$408,000, including $40,000 contingency. Two lines of this 2-page report state "Eliminate the route from Tiell to Port" and "There will no longer be a bus to transport students residing south of Port Clements to travel to Port Clements Elementary School." No rationale for this decision is given, although it appears to be tied to the decision to leave the school buses in Masset and Queen Charlotte during the day, which means that bus drivers are actually driving white cars owned by the district to/from the schools during the day. This effectively eliminates the 'back haul' for bus runs, as the drivers are unable to transport students in the cars. The recommendations were adopted by the district and effective September 2018, no busing was supplied to PCES. Planning for cancellation of' bus service to PCES In a word, none. Apparently, there was no discussion or planning done between April and September 2018 to anticipate or ameliorate any educational or social or other impacts on what is already a small community school. The PAC chair Kazamir Falconbridge says that to the best of his recollection, no one was advised at the meeting around the district taking over the busing held in October 2017 that the Tiell-Port Clements bus run would be cancelled. PCES teachers were simply told what their teaching assignments would be in 2018. Results at PCES: Since this decision to cancel busing services to PCES has seen: 1. sustained drop in school enrollment from 35-38 FTE {2015/2016/2017) to 19-23 FTE (2018/2019/2020), or 35%-50%; 2. concomitant drop in Parent Advisory Council membership, leading to erosion of participation -- notably, in 2020 budget input, PCES is sole PAC unrepresented; 3. reduction from three classes with double/triple grade splits to two classes with quadruple grade splits; 4. concomitant reduction in staffing levels, with associated reductions to or elimination of everything from extra-curricular sports offerings to social events such as Christmas concerts; 5. virtual elimination of students attending PCES from anywhere other than Port Clements itself, reinforcing isolation and insularity in Haida Gwaii's smallest incorporated community; 6. lowered enrollment pushing school to borderline financial viability, even with supplemental funding for isolated rural schools. Results for Tiell parents/students: Elementary students are boarding the bus at 7:30 a.m. in Tiell and arriving at their school at 9 a.m. Students are driven past their school in Skidegate at 8: 15 a.m., but because supervision is not provided on school grounds until 8:30 a.m., they cannot be dropped Pogt.3of5 ., off then. Students, potentially as young as 4-5 years old, ride to the Queen Charlotte high school as it picks up high school students (thus mixing cohoits), wait while the bus is disinfected (Covid-19 protocol) and then reboard for the drive back to Skidegate. This means triple the time on the bus compared with the Tlell/Port Clements school bus run, 3 hours versus under an hour. Tlell parents have been told that they are not eligible for the transportation subsidy if they choose to drive their children to PCES. The subsidy is quite limited, based on $0.20 per km plus $0.40 per student to a maximum of $13/per student/per day. In contrast, the standard School District mileage allowance for employees and trustees is $0.55/km and a Tiell-Port Clements round-trip is reimbursed at $23.10, not capped at $13. Additionally, private transport of children is far riskier. Transport Canada cites the following: "According to the National Collision Database (NCDB)statistics, school buses are the safest means of transporting students to and from school. As of 2018, students are about 80 times rrwre likely to get to school safely on a school bus than by car. Fataliti.es on school buses account for less than 0.1 % of all motor vehicle-related fatalities in Canada. In the last decade, between 2009 and 2018, there was 1 school bus passenger fatality on Canadian roads." Some parents have chosen to home school. Complicating factors: PCES Principal, School District Superintendent and School District Secretary-Treasurer are all new to the job, having been hired 2019- 2020. Suggestions: I recommend that the Village of Port Clements: • ask the Regional Officer of Health to assess the safety implications of putting elementary school children on a bus for 3 hours a day alongside secondary students - mixing cohorts, expanded confined-space exposure; • write to the School District 50 Board of Education o identifying the effects of cancelling the Tiell/Port Clements school bus 1un, and asking them to reconsider that decision; and o asking them to reconsider their decision to refuse transportation subsidies for Tiell parents currently driving their children to PCES; • ask the PCES Principal and the School District Superintendent to immediately develop a plan to ameliorate the notable and continuing educational and social effects that this has had on PCES students and on residents of Port Clements and Tlell; • ask the Tlell Community Association to conduct a more formal assessment of the number of affected families/ students in their community; • look at transportation alternatives such as the Sandspit Community Bus; • once the provincial election is over, write to the Minister of Education and our local MLA advising of the drastic impact of this decision, which is pushing our sole local school to the thin edge of viability; • this is especially shocking given the effort the community has gone to creating the school within the multipurpose building. Respectfully submitted, Brigid Cumming Councillor Village of Port Clements Pag MEETINGAGENDA ITEM# 7 Action: Information: X Meeting: . Regular Board MeetingDate: October27 , 2020 Topic: ChairpersonReport Background/Discussion: RecommendedActlon: Information Presentedby: Cha irperson BOARD OF EDUCATION SCHOOL DISTRICT NO. SO HAIDA GWAU MEETINGAGENDA ITEM# 8.1 Action: Information: X Meeting: RegularBoard MeetingDate: October27, 2020 Topic: SuperintendentNewsletter Background/Discussion: 8.1 - Superintendentnewsletter RecommendedAction: Information Presentedby: Superintendent OCTOBER 1, 2020 SCHOOL DISTRICT 50 (HAIOA GWAII) Board Meeting Professional District Parent Ministry Day Development Advisory Council OCTOBER27 Day NOVEMBER2, 2020 6:00 PM • ~O PM DPAC MEETING OCTOBER23, 20~0 OCTOBER 6, 20.20 I News Letter From Your Superintendent Orange ShirtDay Schools across our district have acknowledgedOrange Shirt Day. In honour of Orange Shirt Day, September30, School District #50 has made the attached local video. OrangeShirt Day VideoSD#SO School District #SO Haida Gwaii honours Orange Shirt day with this educational video. youtu.be District Office staff and GidgalanclKuuyas Naay Secondary School students walked to the Haida Gwaii Hospital -Xaayda Gwaay Ngaaysdll Naay, where tlley gathered around the Healing Pole. Studentswore orange shirts to honour the survivors of residential schools and lo rememberthe children who did not return home. #everychildmatters TaanudJaad (Joanne Yovanovich),Principal of IndigenousEducation, opened the ceremony with an offering of a smudge and spoke about the history of residentialsctiools that operatedacross Canada. GwaaGand(Diane Brown) said a prayer for those lost at residential. schools and those who are still on their healing Journey. By Supe1intendenl Carey Stewert 1 •• OCTOBER 1, 2020 SCHOOL DISTRICT SO (HAIDA GWAII) School Trustee Gid Uuwans (Dana Moraes) sang the Haida Spirit song in recognition of those who did not come home from residentialschool. RotatingDistrict School Activities At PCES we have done a bunch of outdoor things to start the year! Every Monday the students are .,. participating in whole school Outdoor Ed . Outfitted in a school set of rain gear. -/ .: . . Over ; ~~- l -__:,: the summer we installed a new -· I , · - play structure using the funds from a Gwaii Trust grant! The students are also in training for the Terry Fox run that we are conducting during school on Thursday, Students have also worked in the garden with our Child/YouthWellness Support Worker harvesting basil and I onions. And finally, Keshia Chutter, Public Health Nurse from Massei, came into our school to teach the students the importanceof thoroughly washing their hands throughout the day. The sparkle soap is such a good demonstration. Haaw'aa Principal Sarah Finnie ■ TahayghenElementary, grade 7 students are radicalizing their education. They are spearheading Terry Fox Cancer Research Fundraisingfor the school by making and selling soap, masks, and hand sanitizer.They recognize that they can help flatten the curve while fundraising. Studentsunderstand the impacts of covid and cancer in our island communitiesand are dedicated to fighting both. They also dove deep into examiningthe history or the ResidentialSchool System, the Truth and ReconciliationCommission, the Indian Act, and how allot these connect to the Black Lives Matter movement. 8y Supe~ntendent Car$y Stewait 2 OCTOBER 1, 2020 SCHOOL OISTRICT 50 (HAIOA GWAII) To honour survivors and implore others to act on decolonization,they organized drumming and singing throughoutthe community and created powerful resources to share with younger students regarding the truth about our colonial past. The future is bright! Artifact about all the stuff we did at school. It was Orange Shirt Day on September30th and we went to places to sing Haida songs. We made a slide show to leach the younger kids the truth about residential school. The Terry Fox run is on the 9th of October and we are fundraising for the Terry Fox run and last time we received $895.50 and we are trying to beat it! You can donate for the terry fox run. Haaw'aa Principal Verena Gibbs Grade 7 TeacherErin Reid What is a PAC: Please Support your School PAC The saiool.Adgives p.11,entsth& ,ight, throvgh Ptue-ntAG'IISO,Y COlJOCils (PACs), to p,ovide teedbat:kin their school. PAC is tne Ollicially reGogniz:eclco1rec1i•1e voice or pa,en1s of li'ieirschool A PAC. throughUs ~leeled otricers. ma)' adviseme schOolboard, lhe prillci;,a1a."ld staffof thaschool re~pectiog any maiU&ffetaling to thiae Student Trustees The Board of Educationvalues the importance of student leadership and the contribution our students make to the learning process.Therefore. the Board is committed to the annual of welcoming StudentTrustees. Two Student Trustees one from each high school will represent a strong leadership. Al the October Board Meeting our Board Chair will introduce our Student Trustees. Please join us at that time to welcome the leadership of our StudentTrustees. Haaw'aa Carey Stewart Superintendentof Schools SDS0 (Haida Gwaii} By Superintendent ca,ey Stewart 3 BOARD OF EDUCATION SCHOOL DISTRICT NO. 50 HAIDA GWAII MEETINGAGENDA ITEM# 8.2 Action: Information: X Meeting: RegularBoard MeetingDate: October27, 2020 Topic: StrongStart U pdate Background/Discussion: 8.2-Strong S tartupdate RecommendedAction: Information Presentedby: Superintendent BOARD OF EDUCATION SCHOOL DISTRICT NO. 50 HAIOA GWAU MEETINGAGENDA ITEM# 9 Action: X Information: Meeting: Regular MeetingOate: October27, 2020 Topic: LocalEducation Agreement Background/Discussion: 9.1 - local EducationAgreement RecommendedAction: THATthe School District No . 50(Haida Gwai i) acceptsthe Local Education one year Agreement. Presentedby: Superintendent Skldegate Band Council And School District so Halda Gwaii lOCAl EDUCATIONAGREEMENT (September 2020) ProvincialLocal EducationAgreement 1 23 INTRODUCTION The negotiation and adoption of a Local Education Agreement (LEA) provides a significant opportunity for a First Nation and a Board of Education to focus attention on improving educational outcomes for First Nations Students and on developing the relationship necessary to accomplish that mutual goal. Boards of Education and First Nations are encouraged to negotiate a customized LEAreflective of their relationship and any specific or unique circumstances. The purpose of this Provincial Local Education Agreement (Provincial LEA) is to serve as an available precedent for an LEAbetween a Board of Education and one or more First Nations where so desired. Th is Provincial LEA is intended to provide a preliminary and interim LEA, whereby Boards and First Nations ultimate negotiated customized LEAstailored to their needs. The terms of this Provincial LEAreflect the BC Tripartite Education Agreement between Canada, British Columbia, and the First Nations Education Steering Committee to support first Nations Student success. This Provincial LEA represents basic terms for an effective LEA. first Nations and the Boards may agree to include additional provisions to address their unique circumstances. Where a 8oard and one or more First Nations within a School District have been unable to agree to a custom LEA, this Provincial LEA will apply at the request of the First Nation(s). 2 24 THIS AGREcMENT made and entered into this ____ day of __ ~ 2020_ shall be effective from the 1" day of July, 2020. BETWEEN: THESkidegate Band Council (hereinafter called the ''first Nation")' ANO: THE BOARD OF EDUCATION SCHOOLDISTRICT NO. SO (here inafter called the "Board") (collectively called the "Partie s"} WHEREAS A. On July 1, 2018, the Province of British Columbia, the Government of Canada and the First Nations Education Steering Committee entered into the BC Tripart ite Education Agreement ("BCTEA"), agreeing to work together to make systemic shifts to support successful educational outcomes of all First Nation Students, regardless of where they live or are enrolled in school in British Columbia, through the provision of high quality and culturally relevant elementary and secondary educational programs and services, and supported by funding that is responsive to unique needs of First Nation Students, First Nation Schools and communities. B. The parties to the BCTEArecogn ize Local Education Agreements ("LEAs") as an integral part of the delivery of educat ion setvices to First Nation students attend ing BCSchools, as they are an important mechanism for building relationships between First Nation communities and boards of education and schools to support improved first Nation student outcomes. • Insen the nameof your Fi~t Nationor first Nationenttty here and throughoutthe dorument. 3 2S C. In furtherance of this, the parties to the 8CTEAdeveloped Guiding Principles for LEAsand this Provincial LEAto serve as a standard LEAfor first Nations and boards of education and apply, at the request of a first Nation, where there Is no existing LEAbetween a first Nation and a board of education. 0. The Parties recognize that the signing of this LEAis a step consistent with the Province of British Columbia's commitment to adopting and implementing the UnicedNotions Declarationon the Rights of Indigenous People (the "UN Declaration") and the Truth and Reconciliation Commission (TRC) Col/sto Action for reconciliation. In addition. the Parties agree that this approach intends to follow British Columbils Draft Principlesthot Guide the Provinceof British Columbia'sRelationship with lndigenovs Peoples. E. The Board has the authority, under section 86 (3) of the SchoolAct, to enter Into agreements with a Council of a Band as defined in the federal Indian Act, RSC,c, l•S, orthe council of an Indian band established by another Act of the government of Canada, with respect to the education of First Nations Students. F. The first Nation, pursuant to its inherent Jurisdiction over educational matters, has the avthority and responsibility for the education of First Nation Students and desires to ensure its students all have access to, and receive, quality education that is respectful and reflective of their unique culture and history. G. The Parties agree that the principals, teachers and other staff in BC Public Schools have a centr af and important role to play in the provision of quality education progtams and services and in the implementation and effectiveness of a LEA. H. The Parties wish to enter into this Agreement to set out the terms and conditions regarding the purchase of education services by the First Nation from the Board for the First Nation's Students. THEREFOR£,the Parties agree as follows: 1.0 PURPOSE 1.1 The Parties ag,ee that the purposes of this Agreement are to: a) Confirm the mutual commitment of the Parties. and acknow ledge the important role of Schools, to build a positive, effective, collaborat ive and constructive relationship to improve the First Nation's Students' educational outcomes and achieve high levels of First Nation Student success, graduation and transition to post•secondary education and training, or employment; b) Set out the roles and responsibilities of the Parties and School(s) to meet the purposes and objectives of this Agreement, consistent with the 8CT€A;and 4 26 c) Serve as a core shared accountability mechanism for both the First Nation and the Soard regarding the education of first Nations Students in the School District. 2.0 GUIDINGPRINCIPLES 2.1 The Parties will be guided by the following principles: first Nations' Central Role In First Nations Education a) Indigenous families and communities have the right to retain shared responsibilrty for the upbringing, training, education and well-being of their children, consistent with the rights of the child, and Indigenous peoples have the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning. b) First Nations in British Columbia have control of, and decision-making responsibility for, first Nations education. c) First Nations have a central role in the education of their students. regardless of where they attend school. First Nation Students Access to Quality Education d) First Nation Students, at all levels of education, must have access to educat iona l opportunities that: i. en sure that they are confident in their self-Identity, their families, their communities and trad itional values, languages and cultures; ii. give them the skills they need to thrive in contemporary society, including 21st century technological skills; and iii. prepare them to access any opportunities they choose for higher learning, employment and life choices. Reconclllatlon & Collaboration in First Nation Education e) first Nations education In British Columbia is highly complex, engaging federal, provincial and first Nation authorities, roles and responsibilities and, therefore, requiring collaboration and cooperation to ensure that all First Nation Students are supported to achieve successful education outcomes. fJ The gap in educational outcomes between First Nation Students and non-first Nation students is a persisting legacy of colonialism, and concerted efforts and proactive measvres are required to eliminate this gap and contribute to reconciliation in education. g) The Parties have a shared interest and priority in supporting excellence in First Nations education, including supporting First Nation Students to fulfil their educational potential by s 27 having access to and rece iving qual ity education that is respectful and reflective of their unique culture and history. hJ Strong, effective and inclusive educat iona l systems provide a fundamental opportunity for building re lationships and advancing reconciliation between the Crown and First Nations, as expressed in the TRC's Calls to Action and the UN Declaration. I) Quality first Nations education includes standards, programs, services, school supports and investments that provide appropr iate tools and resources aimed at achieving successful first Nation Student outcomes and achievements, while address ing their unique needs. J) Curriculum, mater ials and resource s will mean ingfully reflect the first Nations' culture. values, language and trad it ions, as approved and determined by the first Nation or its designate. k) LEAsare an Important mechanism to facilitate relat ionship-building, from negotiation through to ongoing implementation. IJ The standards set by the United Nations Declarat ion on the Rights of Indigenous Peoples apply to First Nations education. m) The Truth and Reconciliation Commission's Calls to Attion set out a framework for reconciliation, including with regard to first Nations education, that must inform the relat ionships and collaboration between first Nations, the Province and boards of educat ion. Parental Choice n) Parents have the right to decide where their children will be enrolled to reteive the benefit of an education program. first Nation Student Safety o) First Nation Students have a right to feel safe at school, including safety from racism (students and staff), indifferente, bias, marginalfzation. bullying and ste,eotyping. Shared Atcountability and Data-Sharing p) lEAs are more than a mere financial transaction and serve as a core shared accountability mechanism for both first Nations and boards of education regarding first Nations education in the 8C Public Schools. q) Timely and relevant data is required to inform decision-making to support First Nation Students. 6 28 3.0 RESPONSlBIUTIES& COMMITMENTS 3.1 The Board agrees to: a) Ensure that First Nation Students have equitable access to educational programs, including Indigenous language instruction, in the School District, and to continue to strive towards high levels of First Nation Student success in educational programs; b) Approve educatlonal resource materials that promote an understanding of and appreciation for the history, language and culture of First Nations people in British Columbia, including required curriculum on the residential school experience; c) Promote the offering of, and enrollment in, English First Peoples 10, 11 and 12 and BC First Peoples 12 and Contemporary Indigenous Studies 12, or any svccessor courses for all students; d) Promote the offering of and enrollment in Indigenous language courses in line with the Minister's mandate to develop new First Nations history curriculum, develop full-course offerings in Aboriginal languages and to implement the educational Calls to Action from the Truth and Reconciliation Commission, which includes taking the necessary steps for program development, teacher training, professional development, and appropriate consultation with Aboriginal communities and Indigenous language learning educators and experb; e) Support principals and teachers in effectively delivering educational programs referred to in sectloM :S.l (b), {c) and (d); f) Ensure Schools support First Nation Students to participate in extracurricular and sports activlties; g) Ensure teachers provide information to Parents regarding their child's educational program (e.g. course selection process, reporting periods, report cards, as required by the School Act); h) Communicate details of this Agreement, including its purpose, objectives and principles, with school personnel, in particular principals and teachers; iJ Give direction to principals regarding the implementation of this Agreement, as appropriate; and j) Spend Aboriginal Education (Targeted) Funds on Aboriginal Education Programs and Services Identified through the direct involvement of Skidegate Education Committee working with the 8oard to support the success of Aboriginal Students; k) [Any other responsibilities the Parties may agree are useful/necessary.) 3.2 The First Nation agrees to: a) Promote the active participation and Involvement of Parents and other community 7 29 members of the First Nation in the education of their children, including any available processes or forums in the School District (such as parent dubs and other committee processes) and School District or School activities; b) Encouragi. and support First Nation Students to participate in extracurricular and sports activities; c) Subject to receiving Tuition Funding from Indigenous Services. pay the 8oard the Tuition Fees received from the federal government as agreed to and set out in this Agreement. 3.3 Consistent with the purposes. p1inciples and objectives of this Agreement, the Board, in making available an educational program to First Nation Students, will: a) Work with the First Nation, to develop and implement strategies to keep First Nation Students In school and maintain and Implement the Attendance Protocol; b) In the case of an Early School Leaver, work with the First Nation to collaborate on a plan that best meets the educational needs for that first Nation Student; c) list courses, Including English First Peoples and locally developed Board/Authority Authorized courses, in the course selection handbook; d) Promote and support first Nation cultural activities, including National Aboriginal Oay activities, in Schools within the School District; e) Promote and support effective professional development focused on local First Nations history, language and culture; f) Work with the First Nation, where applicable, on how to effoctively use the Targeted Aboriginal Education funding, including any surpluses, to support First Nation Student needs and improved learning outcomes; g) Communicate details of this Agreement, including its purpose, objectives and principles, with school personnel, and in particular principals and teachers; and 3.4 Wherever this Agreement provides that a School will perform any obligation under this Agreement, the Board will provide direction to the superintendent, principals, teachers, and other school staff as needed to fulfil that commitment. 4.0 EOUCATIONALRESOURCES 4.1 n,e Parties agree to, individually, together, and with Schools, make best efforts to: a) Introduce more culturally relevant educational resources and activities in all subject areas for all students, such as through Board/Authority Authorized courses, and for events and ceremonies that takes place at a School; and b) Offer fnglish First Peoples 10, 11 and 12, BC First Peoples 12 and Contemporary 8 30 Indigenous Studies 12 and residential school curriculum; 4.2 The Parties will, with the first Nation providing leadership and direction, work together to address the history of the Indian residential school system through the development and Implementation of curriculum, materials and resources, and through professional development opportunities, in a sensitive and appropriate manner. 4.3 The Parties will work in partnership to develop and implement first Nation language programs. 4.4 With regard to intellectual property rights, the Parties acknowledge article 31 of UN Oetlaration: Article 311. Indigenous peoples have the right to maintain, control, protect and develop their cultural heritage, traditional knowledge and traditional cultural expressions, as well as the manifestations of their sciences, technologies and cultures, including human and genetic resources, seeds, medicines, knowledge of the properties of fauna and flora, oral traditions, literatures, designs, sports and traditional games and visual and performing arts. They also have the right to maintain, control, protect and develop their intellectual property over such cultural heritage, traditional knowledge, and traditional cultural expressions. 2. In conjunction with indigenous peoples, States shall take effective measures to recognize and protect the exercise of these rights. 4.5 Consistent with article 31 of UN Oeclaration, the Parties agree that: a) the First Nation retains any intellectual property and copyrights of any curriculum content developed in collaboration or cooperation with them regarding their first Nations languages, cultural heritage, traditional knowledge and traditional cultural expressions; b) the use of such information is intended to be for instructional purposes only at a local level and for the school district's staff's professional development purposes; and c) any other proposed or intended use requires wtitten consent from the first Nation. S.O DOGWOODGRADUATION 5.1 The 8oard and the First Nation will encourage and support each and every First Nation Student who is capable of achieving the Oogwood Oiploma to pursue that graduation credential. 5.2 for greater clarity, the Board will ensure the intentional or unintentional streaming or marginalization of First Nation Students is not tolerated and that each and every capable First Nation Student is placed in an educational program that leads to gradvation with a Oogwood Oiploma and a full range of opportunities, such as training. post-secondary education and employment. 5.3 The Board and the First Nation will ensure First Nation Students and their Parents are provided with information about the implications of a Dogwood Oiploma, as compared with the Adult 9 31 Dogwood Diploma and other school leaving certificates, to support informi,d decision-making by those First Nation Students and Parents. 5.4 Thi, Board will ensure there Is appropriate and timely {I.e. early) counselling support for career and post-secondary education planning avallable to First Nation Students. 6,0 IDENTIFICATIONOF FIRSTNATION STUDENTS REQUIRING SPECIA1 EDUCATION ASSESSMENT 6.1 In order to ensure that First Nation Students are approprfately identified as requiring special education supports, the Board will ensure School(s) work with the First Nation and Parents to ensure appropriate and transparent ongoing informal assessments of First Nation Students to Identify those who may require more formal special education assessment. 6.2 In particular, the Board and the First Nation will jointly review and determine the criteria and processes used for the identification of kindergarten First Nation Students who may require assessment and additional supports or services, recognizing that early identification is necessary to promote student success, and, for a First Nation Student who is identified as having a special need before entering a School, the First Nation Student's assessment and programming information will be requested immediately upon enrollment to permit appropriate and effective planning and implementation of relevant interventions. 6.3 In cases where a First Nation Student is identified as likely having diverse abilities or a disability upon enrolment in kinderganen, or when transferring into a School at a later grade level, or when a First Nation Student has an obvious disability that has not been previously assessed, the Board will ensure there is a timely determination of the need for assessment and/or intervention plan. 7.0 SPECIAlEDUCATION ASSESSMENT AND PLACEMENT 7.1 The Parties agree that special education assessment and placement of, or timetable changes or new timetables for, First Nation Students will follow the School District referral process, and the Ministry of Education, Special Education Services: A Manual of Policies, Procedures and Guidelines, as amended from time to time. 7.2 For greater clarlty: a) prior to the placement of a First Nation Student in a special education program, an educational psychology assessment must be completed, with parental consent, that identifies the First Nation Student as requiring supports and services; b) prior to diversion of a First Nations Student to an Evergreen Certificate path, a psychoeducational assessment must be completed, with parental consent, and must identify the First Nation Student as having an intellectual disability; and c) the results of the assessment must be provided to and discussed with the Parent of that First Nation Student, the school-based team, and First Nation support staff as may be 10 designated by the First Nation Student's Parent; 8,0 SPECIALEDUCATION PROGRAMMING 8.1 As soon as practical after a First Nation Student has been identified having diverse abilities or a disability: a) appropriate supports and services will be Identified in order to ensu1e that the first Nation Student obtains an education that is most appropriate for his or her needs, and in regular classroom environments as much as possible; b) the assessment results and educational services to be provided to the First Nation Student will be outlined in an Individual Education Plan (IEP),which must be completed with parental consent and Involvement, for the purpose of assisting school staff to provide supports and services for the First Nation Student; c) a first Nation Student with diverse abilities or disabilities will take an active role in the design of their IEP to the maximum ektent that their developmental level and ability permit, noting that factors affecting First Nation Student participation in the development of an IEPwill include: age, level of maturity, and capacity for sustained, considered deliberation based on awareness of possibilities and consequences; d) a written report stating the reason for placement of the First Nation Sludent, and the educational opportunities gained and lost by such placement, must be provided to the Parent and First Nation support staff as may be designated by the First Nation Student's Parent; e) in cases where the Parent appoints a delegate, the Pa,ent and the delegate will receive a copy of the IEP:and I) in the event that the Parent declines to be involved in the IEP p1ocess and does not choose to appoint a delegate, the Board will ensure that the BC Public School will make every effort to ensure that the First Nation Student's needs are fully met. 8.2 In developing an IEP.standards for students with diverse abilities or disabilities will be developed with high and appropriate expectations for achievement, and first Nation Students with IEPswill be expected to achieve all of the regular curricular competencies and/or outcomes, with supports. 8.3 The Board will ensure the School{s)work with Parents and, with their consent, the First Nation, to: a) collaboratively identify any adaptations made to a First Nation Student's educallonal program; b) ensure that any Modifications are made to a First Nation Student's educational program 11 33 only when necessary and only when Adaptations have been tried and have proven insufficient to meet the First Nation Student's needs, and only with the Informed Consent in writing of the first Nation Student's Parent, or their designate; and c) if a First Nation Student has been put on a non-Diploma evergreen Certificate path. ensure that the First Nation Student's program: is documented in an IEP;wherever possible, aligns as closely as possible with a graduation diploma prog,am; and supports learning outcomes that match. as closely as possible, the learning outcomes of the applicable course, even when modified. 8.4 When requested, the Parent and. where appropriate and feasible, first Nation Students will have every opportunity to meet with school staff about the IEP and the First Nation Student's educational program within a reasonable timeframe, and no later than two weeks after the request has been made to school personnel. 8.S The Board will ensure School(s) offer each first Nation Student who has diverse abilities or disabilities relevant learning activities, in accordance with the student's IEP. 8.6 First Nation Student progress reports on their educational achievement in a special education program or on an Evet&reen Certificate path must be provided to the Parent and First Nation suppott staff as designated by the First Nation Student's Parent, according to the same student progress reporting schedule as followed by the School and, in any event, not less than at the end of each term during the placement. 8.7 The Board will ensure that Parents are advised: a) of their right to request a change to the placement of a first Nation Student in a special education program or on an Evetgreen Certificate path; b) that if the Parent wishes to request a change in a placement decision, they may file such a request In accordance with applicable Board bylaws, policies and/or procedures; and c) where the Parent files a request, the Parent may request, and receive, suppott in the process from the first Nation and/or the Aboriginal Education Council. 8.8 The Parties agree that IEPsare not intended to be static and will be reviewed and revisited at least bi-annually in collaboration with the First Nation Student and his or her Parent. and the IEP will be either: a) Updated; b) Revised; or c) Concluded, where it is determined that the First Nation Student no longer requires an IEP. 8.9 For greater certainty, the Parties agree that an IEPwill only be put in place under sections 8.1 and 8.2 and II will only be updated, revised or concluded under section 8.8 where the prior Informed Consent of the Parent has been obtained. 12 34 8.10 The Parties agree that, in the case of all special .education categories that are consistent, individual education plal'\Sfor First Nation Students with spedal needs will be recogniied and used as part of the planning process when those First Nation Students transition between first Nations Schools and Schools. 9.0 VULNERABLESTUOENT PLACEMENT 9.1 The Board will ensure that School(sl work with Parents and the First Nation to identify Vulnerable Students and, where identification of a First Nation Student as a Vulnerable Studel'lt Is supported by evidence and demonstrated need, that an Individual learning Plan (ILPlwill be created with parental consent and involvement, and regular ly reviewed, for that First Nation Student. 10.0 CHILDRENIN CARE 10.1 The Board will ensure appropriate learning plans and supports are identified and provided for Children in Care. 10.2 The Board will ensure appropriate staff are designated to be responsible for maintaining communications with the First Nation re&arding Children in Care who are First Nation Students. 10.3 The Parties will make best efforts to work with supporting agencies to ensure apptopriate supports are Implemented to assist first Nations Students who are Children in Care. 11.0 STUDENTCONDUCT & SAFETY 11.1 The Parties will confirm policies, practices and other appropriate measures to create a safe learning environment, Including safety from racism (students and staff), discrimination, indifference, bias, marginalization, bullylng and stereotyping for all students attending the School(sJ 11.2 With written consent of a First Nation Student's Parent, the Board will notify the first Nation of disciplinary action and potential escalation of disciplinary action In relation to that first Nation Student, and provide to the first Nation a copy of all coTfespondence related to the discipline of a First Nation Student by the School admlnlst 11.3 The 9oard will direct Schools to take a team approach with First Nation Education representatives when dealing with general disciplinary issues involving First Nation Students. 12.0 CULTURALAWARENESS & HIRINGIN THE SCHOOLDISTRICT 12.1 The Board, in cooperation wlth the First Nation, agrees to promote a greater awareness and inclusion of and respect by all School District staff and contractors for the First Nation's unique 13 35 language, culture and history through iU policies, practices, plans, curriculum and instruction. 12.2 ~ per the BCTripartite Education Agreement, at least one non•instructlonal day per year will be focused on enhancing First Nations Students outcomes commencing In the 2019/20 School Year. 12.3 The Board will ensure that the First Nation has an opportunity to be meaningfully involved in the. School District's recruitment and hiring process for personnel, and in particular those positions that have a significant impact on the First Nation Students, including, First Nations Support Workers, Aboriginal District Principals, Aboriginal Education Coordinators. classroom teachers, principals and vice-prlnclpals. 13.0 TRANSPORTATION B.l In order to access First Nations Transportation Fund, the Parties will identify First Nations Students' transportation needs and jointly develop and submit annually to the tripartite First Nation Student Transportation Committee, a Joint first Nation Student Transponation Plan setting out how the Parties will ensure First Nation Students have reliable and sa(e transportation services to the relevant School, Including contingency measures for unexpected circumstances. 13.2 The Board agrees that, once transportation services are implemented pursuant to an approved Joint First Nation Student Transportation Plan with the First Nation, the Board will not make chan&es to those services without written agreement of the First Nation. 13.3 As per Schedule G of 8CTEA,in the event that the Par1ies determine they need to revise their Joint First Nation Student Transportation Plan, and that the revisions require further funding, they may submit a revised plan to tripartite First Nations Student Transportation Committee. H.4 Where the Parties make amendments to their Joint first Nation Student Transportation Plan. or agree to changes in transportation services, they will ensure that Parents receive notice within a reasonable time in order to respond to any such changes. 13. 5 The Board agrees that First Nation Students will not be penalized and will be supported in the event of absences or late arrivals due to transportation challenges. 14.0 REPORTING 14.1 Periodic written reports: a) The Board will provide to the first Nation three times each year: i) the number of First Nation Students enrolled in alternate programs, secondary courses and ungraded programs; Ii) a summary of the number and nature of first Nation Students with IEPsplaced in Modified or Adapted programs; 14 36 iii) the number of EarlySchool leavers and information on supports implemented to prevent early leaving; iv) the number of expulsions of First Nation Students and Information on supports implemented to prevent expulsion; and v) Any other matters as agreed by the Parties. 14.2 Annual Written Report: a) In January of each year, the Board will produce and provide to the First Nation an annual report outlining the provision of educational programs to First Nations Students under this Agreement includingthe content in the Periodic Report, as well as: i) financial reports related to this Agreement, which are prepilred by the Board in the regular course of its operation and which Includea copy of the audited financial statements; ii) a complete financialreport on the Targeted AboriginalEducation Funding, Additional Fundingand Special Education Funding, includingEll, which includes: a. the number of staff employed using Targeted AboriginalEducation Funding, Additional funding and Special Education funding and designated to work with first Nation Students; b. the proportion of the staff's time spent working directly with First Nation Students; and c. the staff's duties and responsibilities; iii) measures of success of First Nation Students through aggregate results for achievement includingbut not limited to the following: 1. attendance rates; 2. percentage of students who are on track or extending for reading, writing and numeracy in grades 4 and 7 in the Foundations Skills A"Ssessment; 3. participation rates for the foundations SkillsAssessments; 4. grade to grade transition rates; S, student retention rates; 6. graduation and six-year graduation rates; 7. proportion of students awarded a BCSchool Completion Certificate; 8. Six-yearcompletion (g,aduation) rate for students in an Alternate program; 9. grades 10 to 12 math course participation rates, 10. data related to assessments required for graduation purposes and other lS 37 supports for successful transition to post-secondary education; 11. number of First Nation Students eligible to move on to post-secondary education; and iv) Any other provisionsthe Partiesagree are useful/necessory. 14.3 The Board and First Nation will share two Nominal Roll student counts (September 30 & February 28) with the Ministry each School Year. 14.4 The Board will share with the First Nation its annual report to the Ministry on the spending of all First Nation Student Transportation funding received and the amount of funding spent, which information should be clearly stated in the Board's audited financlal statements for their verification; 14.5 Subject to the Freedomof Informationand Protectionof PrivacyAct, upon request, the Board will provide First Nation community-specific student data to the First Nation to help inform them about their Students' progress, and to inform discussions between the First Nation and the Board on supporting those Students. 14.6 The First Nation may initiate the implementation of any formalized option agreed upon by fNESCand British Columbia, which may Include an Information Sharing Protocol between the Board and the First Nation, to facilitate the provision and use of available First Nation student specific data. 15.0 COMMUNICATION 15.l The Parties recognize the need for excellent communication and will establish agreed upon means for the successful and effect ive implementation of this Agreement, which may include, hut not be limited to, regularized meetings and contact through newsletters and other correspondence, as appropriate. 15.2 The Parties recognize the need for effective and ongoing communication with Parents in the support of their chlld's successful education experience, and the Parties will advise Parents of opportunities for input and involvement in their child's education, such as course selection dates, reporting periods, parent -teacher interviews, application deadlines and procedures for post-secondary education, etc. lS.3 The Parties will encourage funct ions and meetings, such as parent-teacher Interviews, to be held in the community. 1S.4 Any other provisionsthe Portiesagree ore useful/necessary. 16 38 16.0 TUITIONPAYMENT 16.1 For eligible First Nation Students on the Nominal Roll attending Schools operated by the Soard on September 30th, and for whom the first Nation has received Tuition funding from Indigenous Services Canada, the First Nation will pay to the Soard the Tuition Fees amount in accordance with this section 16.0 of this Agreement. 16.2 The Board will not charge the First Nation a greater amount for the first Nation Students attending a School within the School District than the Fim Nation Student Rate. 16.3 for greater certainty, the Parties agree that the First Nation is responsibli, only for Tuition funding received from Indigenous Services for the Tuition Fees of the First Nation's Students according to the approved first Nations Student Rate and approved Nominal Roll. Unless otherwise agreed, the first Nation will not be responsible for paying any amounts for which it does not receive funding from Indigenous Services, or which exceeds the First Nation Student Rate. 16.4 The Parties agree the September 30th Nominal Roll enrolment will be verified by: a) the First Nation; and b) the Secretary-Treasurer of the 8oard. 16.5 The Parties agree that Tuition Fees payable for each School Year shall be paid by the fifst Nation to the Board according to the following schedule and based upon the September 30'" Nominal Roll figures: a) 10% based on the previous year's eligible Tuition Fees and Nominal Roll on or before the last day of each month. 16.6 In the event of a School closure due to a labour dispute, the Tuition fees will be equitably adjusted by the agreement of the Parties and returned to the first Nation for the benefit of the First Nation's students in the same manner as occurs with the Ministry of Education. 16.7 The Parties agree that Tuition Fees under this Agreement will be paid in installments as set out in section 16.5 herein, except where: a) A first Nation Student has withdrawn from school during the month ending one month before the payment due date; or b) A First Nation Student has transferred to a First Nation School or a BC Independent School during the month ending one month before the payment due date, In which case, any further Tuition fees for that First Nation Student will be held by the first Nation to be used for Tuition fees to the first Nation School or BC Independent School that the first Nation Student has transferred to, or to support the continued education of the first Nation Student in support of their 17 - 39 potential re-entry into the public-system, First Nation School or 8C Independent School in the future. 16.S In the case of an Early School leaver, the Parties agree that Tuition Fees for that student, as calculated on a percentage of school year not attended, will remain with the First Nation and, In the case of advanced tuition payments. the funds not used (as calculated by the percentage of school year not attended) will be credited to the First Nation. 16.9 The Parties ag,ee that additional services or programs not contemplated by this Agreement may be provided by the Board through agreement by the Parties on the terms and costs for such service(s) ancl/or program{s). 16.10 Where Indigenous Services Canada is late in providing Tuition Funding to the First Nation, a) the First Nation will notify the Board of the delay in receiving ISCfunding; and bl the Board will not charge interest to the First Nation on any amount that is outstanding due to Indigenous Services' late provision of funding. c) Any other ptavisions the Partiesagree are useful/necessary. 17.0 IMPLEMENTATION,MONITORING, REVIEW: LEA OVERSIGHT TEAM 17.1 The Parties hereby establish a joint LEAOversight Team responsible for overseeing the implementation of this Agreement, with representation from the First Nation, the board, and each school at which a First Nation Student attends. 17.2 The Parties agree to jointly develop terms of reference for the LEAOversight Team withil\ 20 days of the signing of this Agreement. which will become a Schedule to this Agreement, and which will include: a) the membership of the LEAOversight Team; bl the roles and responsibilities of the LEAOversight Team (e.g. managing the implementation of this Agreement. including delegating tasks as appropriate); c) a requirement that the LEAOversight Team develop and finalize an LEAimplementation plan for approval by the Parties within a specified timeframe and which. upon approval, will be appended to this Agreement; d) the relationship of the LEAOversight Team with the Aboriginal Education Council; and e) other motters as agreed by the Porties. 18 40 ------18.0 DISPUTERESOLUTION 18.1 JI there Is a dispute between the Parties with respect to any matter arising from this Agreement or relating to the Interpretation and application of this Agreement, the Parties agree to use their best efforts to resolve such disputes In a reasonable and timely manner and in good faith. 18.2 Where there is a dispute between the Parties, the Parties agree they will attempt to use any and all face-to-face means to resolve the dispute at the point closest to which the dispute first arises before referring the dispute to senior level representatives. 18.3 The Parties agree to endeavour to resolve issues or disputes that may arise about this Agreement. or its implementation, In a manner that fosters an improved, ongoing and respectful relationship between the Board and the First Nation. 18.4 Any other dispute resolution options/provisions os agreed by the Porties. 19.0 TERM & AMENDMENT 19.1 The Parties agree that this is an interim Agreement and as such the term of this Agreement will be 1 year. beginning July 1, 2020 and ending June 30, 2021, unless the Parties agree, in writing, to: a) Terminate the Agreement; or b) Renew the Agreement, with or without amendments. 19.2 Each Party may suggest improvements and amendments to this Agreement and both Parties agree to discuss such suggestions in good faith with a view to better achieving the purposes of this Agreement. 19.3 The Parties agree that upon the signing of this Agreement, a Negotiating Committee will be struck and will begin negotiating an l£A that reflects the history, culture and language of Skldegate First Nation. 19.3.1 The Parties agree to commence negotiations within 20 working days of the signing of this agreement. At the first meeting the committee will set a meeting schedule and establish a working group. 19 41 20.0 NOTICES 20.1 Any notice, claim, consent, waiver, statement, or other documents or payment that either party may require or may desire to give. may be transmitted by mail, fax or personal delivery and will be conclusively deemed validly given or delivered or received by the addressee, if delivered pe,sonally on the date of delivety or, if mailed on the ftfth business day after the mailing of the same in Canada by registered mail addressed or, if faxed with accompanying confirmation of completed transmission: If to the first Nation: ATTN: Skidegate Band Council Box 1301 Skidegate, BC VOT1S1 If to the Board: ATTN:Kevin Black, Secreta,y-Treasurer School District II SO 8ox69 Queen Charlotte, BC VOT1SO 21.0 GENERAl 21.1 This Agreement will be governed by, and construed in accordance with, the laws in force in the Province of British Columbia. 21.2 This Agreement will be to the benefit of. and binding upon, the Parties hereto and their respective successors and assigns. 21.3 This Agreement supersedes any and all previous local education agreements between the Parties. 20 42 21.4 The Parties acknowledge that: a) nothing in this Agreement, or in the negotiation of this Agreement, or in any prior document leading to this Agreement. in any way defines or amends, recogniies, affirms, or denies the existence of, or in any way limits Aboriginal or treaty rights of the First Nation; and b) this Agreement is without prejud ice to the rights of the Parties and the First Nation with respect to such matters. IN WITNESSWHEREOF the Part ies have executed this Agreement as of the date first above written. SIGNEDon behalf of the FIRSTNATION by its duly authoriied Officers Chief Coundllor or designot e Band Manager SIGNEDon behalf of the BOARD OF EDUCATION Chair of the Board Superintendent 21 - 43 APPENDIXA: DEFINITIONS 1.0 DEFINITIONS The following definitions apply to the Agreement: "Aboriginal Education Councll" means a council established by a board of education or school district. comprised primarily of representatives from First Nations within the school district, to provide advice to improve outcomes for Aboriginal students. "Adaptations" are teaching and assessment strategies especially designed to accommodate a student's needs so he or she can achieve the learning outcomes of the subject or course and to demonstrate mastery of concepts. Essentially, adaptations are "best practice" in teaching. A student working on learning outcomes of any grade or course level may be supported through use of adaptations. "Adult Dogwood"means an adult high school diploma is the British Columbia Adult Graduation Diploma (BCAGD)for adult learners (18 and older) who want to take courses in order to complete high school and obtain their adult high school diploma. "Attendance Protocol" means an attendance procedure carried out at the schools In the District, which outlines the recording of attendance of students and the approach to excused and unexcused absences with the overall purpose of encouraging strong attendance necessary for success in schools. "BC Public School" or "BC Public School(s)" means all public schools in British Columbia providing kindergarten to gcade 12 education. but does not include BC Independent Schools or First Nation Schools. "Board/Authority Authorized Courses" are courses offered by 8C Public Schools to respond to the local needs of the schools and their communities while providing choice and flexibility for students, according to requirements set by the Ministry of Education. "Child in Care" means a First Nation child for whom the Director of Child Welfare is the sole guardian, and the Public Guardian and Trustee manages the child's estate. "Dogwood Certificate or Diploma" means the British Columbia Certificate of Graduation that Is awarded by the Minister to a student upon successful completion of the provincial graduation requirements, as set out in the provincial Graduation Program and, for greater clarity, does not Include an Adult Dogwood. "Early Leaver Prevention Plan" means a plan of student supports, services or accommodations developed and implemented, where parental consent has been provided, in a manner consistent with the Attendance Protocol and with the purpose of re•engaging the First Nation Student and re• establishing strong attendance. The Plan applies where a First Nation Student misses more than 10% of scheduled classes in a month and will address academic, behavioural, attendance and any other relevant issues and will include interventions to be undertaken by the school, First Nation and parents. 22 44 - "Early School leavers" mean~: • any First Nation Student leaving school prior to the completion of Grade 12, Including students who are e•pelled; or within the cu,rent school year, • a student who has 1S unexcused absences in a month, has missed 75% in any school mor>th, or has missed 40% of a term or semester; • where the Early leaver Prevention Plan has been unsuccessful, and the first Nation Student has no Individual Education Plan. "Eve,green (School Completion) Certlflcate" is a school leaving certificate intended to celebrate success in learning that is not recognized in a Certificate of Graduation (Dogwood Diploma). It is used to recognile the accomplishments of students with special needs and an Individual Education Plan, who have met the goals of their education program, other than graduation (and not all students with special needs should be in an Evergreen Certificate Program.) The Evergreen Certificate rs not a graduation credential; students who receive an Evergreen have not graduated. The Evergreen represents the completion of personal learning goals but does not represent graduation. "First Nation Student Rate" means the education costs for a First Nation Student attending a BC Public School in a school district, as calculated annually by the Ministry in consultation with FNESCand Canada (formerly the "First Nations BilllngRate"). "First Nation Student" means a student who Is ordinarily resident on a reserve of the First Nation In British Columbia and is eligible to be on the Nominal Roll. "First Nation Transportation Fund" means the First Nation Student Transportation fund established by Car,ada. British Columbia and FNESCto fund the t,ansportatlon of first Nation Students to BCPublic Schools, commencing in the 2019/20 School Vear. "Indigenous Services, IS, ISCor DISC"means the federal departmer,t of lndiger>ous Services. "Individual Education Plan (IEP)" means a documented plan developed for a student that describes individualized goals, Adaptations, Modifications, and the services to be provided, and includes measures /or tracking achievement, as required by the provincial Individual Education Plan Order M638/95 and addressed in the Ministry of Education SpecialEducation Services:A Manual of Policies,Procedures and Guidelines (March 2011), as may be amended from time to time. "Individual learning Plan (ILP)"Is an education plan developed by the School-Based Team for a student who does not meet the criteria for an IEPbut is oonsidered to be a Vulnerable Student. "Informed Consent" refers to the provision of approval or assent, particularly and especially after thoughtful consideration, and after receiving all relevant Information that is not unreasonably withheld. In the context of assessment and placement and education referrals, Informed Consent requires that the Parent be informed of: • the assessment procedures to be carried out; • the information to be collected; 23 45 • the intervention that may take place; • the likely benefits and risks; and • the option to refuse or withdraw at any time, and be provided meaningful opportunity to provide input into the assessment and placement or education referral decision. "Minister" means the Minister of Education (BC). "Ministry" means the Ministry of Education (BC). "Modifications" means instructional and assessment-related decisions made to accommodate a student's educational needs that consist of individualized learning goals and outcomes which are different than learning outcomes of a course or subject. Modifications should be considered for those students whose special needs are such that they are unable to access the curriculum (i.e., students with limited awareness of their surroundings, students with fragile mental/physical health, students medically and cognitively/multiply challenged.) "Nominal Roll" means the annual census of eligible students living on-reserve and attending elementary/secondary school as of September 30. "Operating Grants Manual" means the provincial manual, as amended from time to time, that sets out the provincial funding formula that comprises a student basic allocation plus supplementary grants to determine school district allocations. "Ordlnarlly resident on-reserve" means that the student usually lives at a civic address on reserve, Is a child in joint custody who lives on reserve most of the time or is staying on reserve and has no usual home elsewhere. Students continue to be considered ordinarily resident on reserve if they return to llve on reserve with their parents. guardians or maintainers during the year, even if they live elsewhere while attending school or working at a summer job. (In this context, reserves are deemed to include all land set aside by the federal government for the use and occupancy of an Indian band, along with all other Crown lands which are recognited by Canada as settlement lands of the Indian band of which the student Is a resident. "Parent" means. in respect of a student: • the guardian of the person of the student; • the person legally entitled to custody of the student; or • the person who usually has the care and control of the student; "School" or School(s)" means and includes any school operated by the Board. "School Act" means the British Columbla SchoolAct, RSBC1996, Chapter 412. "School District" or "Distrkt" means the area constituted under the School Act as School District# __ . "School Year" means the period beginning on July 1 and ending on June 30 the following year. 24 ------46 "Targeted AboriginalEducation Funding" means the funding provided to the School Districtby the Ministryof Education targeted for school age students of Aboriginalancestry participating in Aboriginal Education Programs and Services offered by public schools, which must be spent on the provisionof these programs and services. "Tuition Fees" means the TuitionFunding per student received from IndigenousServices by the First Nation, which the First Nation pays to the Board for the purchase of edutation services, includingany mandatory SchoolFees, for students in the School Districtat the rate set out by the Ministryof Educationin its fiscal framework for a given s,hool Year. "Tuition Funding"means the Tuition Fundingrece ived by the First Nation from Indigenous Services Canada for the education of First Nation Students in the School Districtwho are on the NominalRoll, which is invoiced fo, by the Boardas per the First Nation Student Rates established by the Ministry annually and as determined by the snapshot date of September 30'"· "Vulnerable Student" means a student who has been identified as findinglearning more challenging based on the followingfactors: not meeting learning outcomes, significantabsence from school, not lfansitioning to the ne,t grade, failingcourses, behaviour issues. under suspension, not at grade level and/or is a child in care. • And ony other definitions the Partiesmay ogree ore necessary. 25 47 BOARD OF EDUCATION SCHOOL DISTRICT NO. 50 HAIOA GWAII MEETINGAGENDA ITEM #10.1 Action: Information: X Meeting: RegularBoard MeetingDate: October27, 2020 Topic: Truthand Reconciliation Commission Background/Discussion: 10.1-Truthand Reconciliation Commission RecommendedAction: Information Presentedby: Superintendent 48 BOARD OF EDUCATION SCHOOL DISTRICT NO. SO HAIDA GWAII MEETINGAGENDA ITEM #10.2 Action: Information: X Mealing: RegularBoard MeetingDate: October'lT. 2020 Topic: BCSchool Trustees Association Update Background/Discussion: 10.2-BCSchool Trustees Assoctation Update RecommendedAction: Information Presentedby: Board Chair 49 ------BOARD OF EDUCATION SCHOOL DISTRICT NO. 50 HAIDA GWAII MEETINGAG ENO A ITEM#10.3 Action: Information: X Meeting: RegularBoard MeetingDate: October27, 2020 Topic: Strategic Planning Background/Discussion: 10.3-StrategicP lanning RecommendedAction: Presentedby: Board Chair so British Columbia SchoolTrustees BCSTAAssociation Strategic Planning Guide for Boards of Education 8C SchoolTrustees Ass0<:iatlon 1580 W. Broadway,Fourth floor Vancouver,BC, V6J 51<9 (604) 734·2721 www.bcsta.org 51 Strateqic Planning Gulde to, Boards of Education Ta1,1eof Cont~nt s ···"------····--·-----·-·· ··------·······-- Table of Contents Messaqe from the BCSTA President 1 Introductlon 2 Setting the OverallContext 3 Why have a strategic plan? 3 Getting Started 5 Assess the district's readiness for strategic planning 5 Activity: Assess readiness for strategic planning 6 Assigning responsibilities 8 Project work plan 8 Timelines 8 Stakeholder engagement 10 Determine stakeholders' roles and levels of engagement 11 Activity: identify stakeholders and their role 12 Communications plan 12 The Strategic Planning Process 14 Where are we? 14 Where do we want to go? 21 How do we gel there? 22 How do we make sure we get there? 24 Conclusion 25 Superintendent and senior staff accountabilities 25 Board accountabilities 26 52 ~------Strateqlc Planning Guide for Boards of Education Message from the BCSTAPresi(ler,t Messagefrom the BCSTA President Strategic plans are arguably the most important plannin g document for a ooard of education because they detail how the school district will be creati ng the conditions for achieving excellence in student achievement. A sound strate gic plan ensures equity across the school distr ict and enhances the public's confide nce in publicly funded education. Boards of education play a critical role in estab lishing their sct>ool districrs strategic direction through their consultative work with their community. They shape a vision lor the district that is ,enective of the input of parents. students and members of the community . Boards of education then work collaboratively with the superintendent ana other members of the senior management team lo ensure that the mission, vision and goals are brought to action and used consistently in the dist rid. Strategic plans are only effective if they are embraced by the school district's community. As such, they need to be developed through a process that involves the board of education. the superintendent. staff, employee organizations, students, parents an This document. entitled "Strategic Planning Guide for 8oards of Edvcation" (the "Guide") is intended to serve as a capacity-building resource for boards of education and senior managers who are interested in learning about or conducting a strategic planning process. The Guide provides a basic framework for developing a school district strategic plan. inctuding the elements most commonly found in many strategic planning models in public sector organizations . The Guide also identifies a number of approaches school districts have taken across the province in their strategic planning to serve as a reference point to other districts. In addition lo this Guide. the document entitled "Additional Tools to Support Sttategic Planning in School Districts" provides sample exercises. temp lates and tools that school districts can wnsider using during the ir strategic planning processes. On behalf of the 8CSTA board of directors, I am pleased to share these materials to support boar(ls of education across the province in their strategic planning efforts. Sincerely, /') 13_ /4,,,.._ - ~ GOl'don Swan President ---·•- ..·------·------ 1 53 Strategic Plannin9 Guide for Boards of E4!uc8tfon Introduc tion Introduction Strategic plans are drivers of positive change. They provide school districts and their stakeholders with a clear picture of where the district is at. where it is headed, what it plans to achieve, how ii will get there. the methods by which it will succeed and how progress will be measured and reported. Strategic planning is no simple task, but the effort is worth the positive impact a stra tegic plan can have on student <1chievement.Boards of education are responsible for providing leadership lo define a compelling vision of what the future looks like as well as operat ional plans to guide their distr icts to that desired state. This is really the essence of governing; being future orientated with a clear vision and a plan to get there. A strong strateg ic plan not only points the way forward, but ii also provides a framework for how to get there by: detailing the allocation of the bOard's resources among its strategic priorit ies; function ing as a guide for the board and senior administrators when they are making difficult choices; illustrating to stakeholders how decisions are made; focusing the board's attention when it is dealing with unexpected challenges; creating a shared vision for diverse internal ancl external stakeholders; an(I providing a 'north star· or ·compass· that ensures staff and employees al every level of the organizat ion have a clear sense of purpose and direct ion. The Ministry of Education is reciuiring all board s of education to develop strateg ic plans that are. al a minimum. three years in duration . This requ irement is aligned with the Ministry of Educat ion's Framework for Enhanced Student Learn ing, which asks boards of education to develop mutti ·year plans and to report out on progress publ icly. While there is no common standard in the K-12sector regarding the time ·duration of strateg ic plans, they tena to ranqe from three years to as high as ten years. Regardless of the duration. strategi c plans help boards set long·term strateg ic prior ities and goals. They are based on evidence to ensure that the plan will be effect ive with a clear purpose in mincl. Once the plan has been developed, all other shorl·term planning in the distr ict. including the annua l budget document and senior management operational/implementat ion plans and school-based plans should be aligned with it and support progress towards its long -term vision. Determining the future of a school district when looking out three to five to even ten years is not an exercise that can be accompl ished in isolation. It involves new ways of thinking about a school district 's future and must involve commvnity members to work towards a consensus of what public educat ion in the context of one's local community should be. The plan is only as strong as the process that was undertaken to create ii. In short. strategic planning can only succeed if it has the full support of senior management staff with in the school district. and its key stakeholders. ------S4 Strategic Planning Guide for Boards of Education Seti inq tt,e Overall Context Setting the Overall Context Why have a strategic plan? There are numerous benefits to having a stra tegic plan, including : ------...... ______ • Strat.glc planningyields results: A strateqic plan provides a realistic, workat,le framework that is built upon a foundation of constant improvement. Built into the plan are milestones that help gauge progress. • Str.1te9lcplanning Is an Invaluablemanagerl.11 tool: Balancing daily and long-term operations with defined, and often limited, resources is complex. A strategic plan assists you in determining hOw to perform work more efficiently and effectively while staying within financial parameters. • Strategic planningIs adaptableto a changing tnvlronment:A multi -year plan will inevitably be affected by the changing internal and external enviro·nments. Therefore, you need to have a framework that is flexible enough to accommodate flux, while at the same time is strong enouqh to adhere to your basic mission ana object ives. A strategic plan has those capabilities. • Strateoic planningnarrows tlle communicationqap: Strategic planning is a participatory tool that cannot function untess there is a two·way. open exchanqe of ideas. • Custom·taUored:A strategic plan allows for objectives and parameters that are specialiieo and approp,iate lo a district's specific circumstances and uniQue goals. • Adapta~lllty: Elements contained within a strategic plan are not ·carved in stone· and do not end once specific objectives and goals are put on paper. It is an on-going process that is designed to be • Accountabltlty:A strategic plan with definite object ives, financial targets and monitor ing tools in place ensures accountabi lity. • Participatory:A good strateg ic plan involw~s people at all levels of the school district and requires input from everyone ii ii is to succeed. By involving more people among the various levels, it fosters teamwork and a sense of ownership. • Durablllty:A good strategic plan should survive changes in board membership as well as senior stall. While new people may wish to adjust the direction of the school district. they can work from a solid and known base. A review of best practices ot school district strategic planning has identified a number of common trends ac,oss the K-12sector in BC. These include: K·l2 sttategic plans tend to have elements that are common in other public sector strategic plans. They include in various forms IM overall vision, mission ancl values of the distr ict. goals/objectives of the plan and measu,ements for achieving the goats. Common components ot the planning process are the timeline used during the planning process, the stakeholcte,s involved. the composition of a planning or steering group and the use of a specific strategic plan website to coordinate tM shating of informat ion about the planning process and the strategic plan itself. 3 55 - Strateqic Planning Cuide for Boards of Education Sellin() the Overall Context --··-·------·--·-·---- Most school districts Iha! have completed, or plan to complete, the strategic plannin9 process take appro,imately one school/calendar year to complete the process. K-12strategic plans tend to involve common stakeholder groups in both the development and the implementation of the strategic plan. Kev groups included are the district leadership (e.g. superintendent. board ol education and senior staff). school administrators, teachers. parents, students, unions, partner groups and other community members (e.g. local social services providers and education experts). Common teams associatea with the strategic planning process are the planning team (or steering committee) and action teams. A planning team or steering committee is often the group in charge of the strategic planning process and of distributing responsibilities as needed. Planning and steering committees often create action groups to address specific needs within the planning process. While some challenges that boards of education face during the strategic planning process and implementation are unique to each district. there are also common challenges in district strategic planning. These can include problems with communication or lack of community participation. including a lack of vision. leadership, or sense of urgency and structural problems related to staff capacity, funding or er.trenched cultural attitudes. 4 56 Strategic Planninq Guide for Boards of Education Gett ing Starteo ···········-··------·••.,,,-,___ _ Getting Started A well-organized and structured strategic planning process will guide a school district through a multiple step process to systematicall y assess its directio n and prior ities. Laying the groundwork for strategic planning requires a great deal of planning and preporation. Planning and preparation takes a bit of time. but when done well ii eliminates unforeseen challenges that might occur later during the strategic planning process. Assess the district's readinessfor strategic ptannlnq 8efore embarking on the strategic planning process. the board of education should determine if the district is ready to engage in the process. A Board can assess readiness by examining the availability and adequacy of human. financial and informational resources. and by reflect ing on past planning experiences. The considerations listed below can help oetermine a district's readiness. Although these considerations are not required, overlooking any of them could contribute to challenges aM setbacks in the strategic planning process. Readiness considerations: □ Buy-in from senior leadership within the district □ AdeQuate time to devote to stakeholder engagement throughout the entire process □ Access and adequate time to collect a variely of data and information tor the environmental scan and strengths , weaknesses,opportunities and threats (SWOT)analysis □ Staff time and bu It is also important to learn from past experiences. It is important to find people in your district that have undertaken similar planning processes over the last few years aM ask them to describe the elements that were critical to the successes of these planning processes and the reasons for any challenges. Thinking about wt>at contr ibuted to past successes and challenges, as well as comparing S\1tcessesand challenges experienced in the past to the current reality is critical. What is currently in place for success and what is missing? It is suggested that you complete the following questions listed in the sample activity below to help guide the process. ------·--- 5 57 Strateqlc Plannin() Guide for Boards of Education Getting Srart<)d ------·--··-·- --·······- ...... ••-•--AO•o ACTIVITY: Assess readinessfor strategic planning Rell.et on past experience What has the district learned since the Jast planning proci,ss? ····---· ·-·····- ••'• ····-···- -·---···--- ... ·- --- . What tools have we acQuired that w,: didn't have last time? -, ...... ,. 1·-· ...... _ l i ...... ···-· ·- ...... _. ., Whal contributed to challenges in the process? ,. ., ...... ·- -....., -· .. How did the district address the challenges? ....._ --- I -7 I__ .,, ...... ,, ., What does the ideal planning process look like? ·-· ·- ., ,, . ,_ .,... ., L__ -· .....,,. ------·-- ...._ Current reallty bast\! on readiness assessment consideration• What is in place to support a successful planning process? --••.- -··--.... ·-·- ·-···- ,_ ,- ...... -- . .. 6 58 s1,.-tegic Planning Guide for Boards of Education Getting Started ------·······------..------·- What is missinq that the district needs tor successful planning? .__ j How can the district obtain what is missinq? What benefits are expected from the process? I L-··---·--- Oescribe any potential challenges the district mi9ht face? r•··------ .__,,,.. ______What strategies can be implemented to overcome potential challen9es? ·7 -----·--·-······-·------······- ---·----··· ··--·---··--··------····-- ·---• ' Aller reviewing these considerations and the lessons learned from past experiences, a board of education can determine what resources and mechanisms exist to support successful strategic planning. It can then use this information to determine whether to proceed with the strategic plannio9 process. what needs to be addressed or adjusted prior to p<0ceeding, or finally, whether the process should be delayed until the district decides it is adequately prepared to commence the process. 7 59 ------Strateqic Planninq Gulde for 8oards of Education Getciny Started ______., ____ _ ·-····------·--·------·-···- Assigningresponslbllltles Strategic planning requires strong leadership to promote the process itself, to maintain momentum. and ultimately, to deliver an effective and inspiring strategic plan. The superintenclent should discuss with the board who will be responsible for guiding the process and for ensuring that the strategic goals reflect the direction determined by the board. 8est practice suggests establishing a Strategic Planning Committee (SPC) that dedicates time for strategic planning outside of regular monthly meetings. Smaller boards may choose lo include all trustees on the committee and to rely heavily on senior administrators to support the plan's development. Larger boarels may choose to include only a few trustees on the committee. The SPC is typically a minimum of five members and no more than twelve. depending on the size of the district. An eight member committee typically is a manageable size for ensuring the work is accomplished. In addition to trustee representation. SPC membership should include the superintendent. secretary-treasurer. assistant superintendents ancl other staff in the district that would add value to the process. In addition, it is important to consider other key stakeholders in the school district. such as student. parent or community representatives to ensure greater acceptance and ownership. While limiting the size of the SPC may be challenging, other oppo,tunities to engage key stakeholders in the strategic planning process do e,ist and are discussed in the next section. The SPC can help determine other stakeholders to involve and the best way to involve them, with appropriate input from the leadership and staff. The SPC is also likely to be the group that completes the readiness assessment activities described in the previous section, and will be tasked with identifying stakeholders and engagement strategies, identifying and reviewing information on and data sources and determining the strategic planning process and timeline. Strategic planning often involves gaining the input from numerous stakeholders and members of the community. The Kamloops/Thompson School District utilized a strategic planning committee in its strategic planning process to ensure that ·•all stakehOlders had ;,n opportunity to participate in the development of the visiot1, strateqic priorities ;,nd goals that will guide the district in the delivery of edvcational services to the more than 14,000 stvdents in the communities of Kam/oops, Chase, Savona,Loqan L<1ke,Barriere, Clearwater. Blue Riverand Svn Peaks. District staff consulted with more than 3,000 parents, teachers and students and parents, and heard from more than 18 focus groups." (Source) The strategic plannin9 committee was an important aspect of ensuring that the district took a mufti · disciplinary approach to ensure all stakeholder voices are considered and that the en(I result is realistic and actionable. Some boards of education have found it helpful to engage an external consultant. facilitator or coach, particularly if there has been a major change in the school board 's operatin9 environment, such as a high turnover of trustees or a change in provincial priorities. A third party can help identify trends and give a fresh. outside perspective. They can help with specific aspects of the planning process or with the overall process, to ensure that everyone is fully informed and prepared to participate. A third party can help a school district develop its own capacity ancl facilitate knowledge transfer. Boards may contact the SC School Trustees Association tor assistance with identifying possible facilitators. Project work plan Whatever the structure and composition of the SPC, ii is important to clarify the roles and responsibilities at the outset (e.g. in a work plan). The SPC should have the autonomy to make preliminary decisions and then seek input and approval from the board of education, as required. 8 60 - Strategic Planninq Gulde tor Boards of Education Gett1flQS!ill'l □ the overall strategic planning approach to be taken, including key steps and associated timelines; □ determining stakeholder roles and levels of engagement; 0 communication of the process and plan; □ the schedule of strat_egic planning meetings and other forms of en9agement; and O reporting to the board on the progress of the plan. Gre.!ter Victoria School District outlined key elements of its plan's development on its website. The district's plan outlined that ii was developed on: "the bosis of extensive discussions by trustees and senior staff at worhshops on August 25 and October 27. 2015, and several meetings of the draftinq group and the facilitator/consultant. The plan is also based on an environmental scan and SWOTAnalysis carried out by /he board and senior district leadership, 1154slakeholder responses to a brief survey prior to /he workshops, ,lfld several olher documents including 'Basic Principles', prepared in 2014 by /he district's Culture and Community Committee." (Source) Tlmellnes The work plan should also determ ine both general and specific l imelines, which should include, how long the plan will take to complete and when to begin each step of the strategic planning process. There is no one size lits all approach to how long a strategic plan will take to develop and there are varied practices across the sector. A review of lead ing practices suggests that school d istri cts have typically completed or planned to complete their strategic planning process within a school or calendar year. This trend was consistently round in research on strategic plans in 1(·12 schools. It can take as little as a few months or as tong as a year, depending on the level of experience of the committee and senior administrators, the ir famlliarity with the internal and external operating environments and the extent of their plans for data gathering and lormal stakeholder engagement. The Vernon School District has outlined on its website the various phases the district undertook to develop its strategic plan and the assoc iated timel ines. which provides a high degree of transparency of the overa ll process. The district's strategic plan "'Vision 2022" t/Jn in four phe,ses between August 2016 to February 2017. The phases include: Phase I invo!ved background research and framework development. In Phase 2. which runs from October to November 2016, there will be multiple oppor/vnities to share your ideiJs for improving Vernon's school system, including Community Meetings, Focus Groups, and an online questionnaire. In Phase 3, which runs throughout January 2017. wewill use the public input wereceived in Phe,se2 to develop a draft strategic plan and gather <'Jddi/ionalfeedbock. In Phase 4, which runs throughout Februarv 2017, /he feedback on the draft s/rateqic plan will be used to renew and approve the plan. An implementation plan wilt /llso be created to ensure the,t we develop clear. tangible actions to achieve the goals of the strategic plan." (Source) Once the SPC has determined the strategic planning approach. II will be useful to develop a timeline that lists required actions (including stakeholder engagement, data collectlon and key activities). the person(s) responsible, impo 9 61 Str4teqlc Pranninq Guide for Boards of E.ducation Getting Startea ----··· ..·-·--· ---- The SPC work plan should include a timeline (e.g., Gantt charl) or a simple process timeline like the table outlinecl below. Once the limeline is complete. it should be shared with the key stakeholders involved and be approved by the board. Boards should periodically be provided with updates lo monitor progress ano to review ancl update the plan regularly. Some aspects of the process may go more quickly, while others may take longer than anticipated. which may require the SPC to revise afld upoate the limeline. A sample strategic planning timeline is provided below. - Action or Person Status or Step Step to be MUes tones Tlmellntfor Responsible Completion Completion Completeo Date Preparation (ngage John Smith Stakeholders Weeks 1·2 Complete X dale stakeholders identified for steering first meeting set committee participation Concluct Hold 1·2 day Consultant Agenda Week 16 strategic session to meeting planning identify vision. summary mission,values. goals ancl objectives Stakeholderen9aqement Engaging stakeholders in the strategic planning process ensures that the process is participatory and community driven. The SPC will need lo: (I) identify potential stakeholders, (2) consider their interests and contributions and (3) eliscuss potential contributions to the process. K·12 strategic plans tend to incorporate common stakeholder groups throughout both the development and the implementation of the strategic plan. Key 9roups inclucled are the district leadership (e.g., superintendent. board of education, secretary•treasurer and other senior staff). school administrators. teachers. parents. unions, parent aclvisory committees and community members (e.g. social services providers aM education experts). II is perhaps most important to consider how best to engage students in lhe strategic planning process - after all they are the recipient of the school district's services. There are a number of innovative ways to encourage student participation. including online surveys or student-focussed forums that are worth some consideration clvrlng the planning process. North Vancouver School District, for example. involved the following groups during its strategic planning process: The North Vancouver Parent Advisory Council North Vancouver Teachers· Association The Student Leadership Council The Secondary Study Croup North Vancouver Elementary Aelminislrators Canaclian Union of Public Employees Local 389 (Source) 10 62 - Strategic Planning Guide for Boards of Education Gel! i11gSt ,ir teo ----··------· A key component of strategic plannin9 is consulting with parents/children and the community, as I hey are the direct recipients of the services that school districts provide. This can be accomplished in various ways. Common options are surveys. focus groups and information sessions. Some districts may choose to utilize outside consultants to manage the stakeholder engagement aspects of I heir strategic planning processes, which can add a deqree of impartiality and indeper1dence to the process. Some school districts have decided to publicize tM results ol lheir community input initiatives in order lo increase transparency in the process used to obtain the community's input. Determine stakeholders'roles and levels of engagement Oetetmining the type and level of stakeholder engagement is impo,tant to the overall strategic planning process. levels of engagement may include, but are not limited to. the following ways ttlal stakeholders may participate: Need to be informed ol the pr0 The first phase of the Sooke School District's recent strategic planning pr0 After a school district has identified key stakehOlders ancl the ir revels of engagement, it will be easier to identify al what point to involve various stakeholders in IM process. II the individual. for example, needs to be i11formedof the process, support its outcomes, or provide approval, then the SPC should consider identifying specific points in the strategic planning process when decisions will need to be made by the boar(l or updates will neecl to be provided to them. Such points may occur at the beginning, middle and end ol the process. Formal stakeholder enga9ernent lakes time, partly because it requires the committee to see things through the lens of what matters to diverse stakeholders. It is etficient to make good use of existing committee structures as well as existing gatherings. such as senior administrator rneetings, principa l meetings, school council meetings and student council meetin9s. The strategic plar1can be added to the meeting a9endas. and in this way, the inlormation and knowledge ol existing groups can be utilized. for formal stakeholder engagement to be meaningful and authentic. the committee may want to consider inviting stakeholders to help develop engagement processes, rather than simply responding to questions. Stakeholders can help identify olhets who should be en9ageef. develop and frame the engagement questions. and facilitate the discussions. A collaborative approach can incre.;isestakeholder ownership of the process and strengthens relat ionships with the board of education. ll 63 Slrateqic Planning Guide for Boards of Education Get1in9 Starled ACTIVITY: Identify stakeholdersand their role Action needed and Stakeholder Level of engagement Role In the process by when ...... _ ,. ,,,.,, .. It is also important to keep communication channels open with stakeholders throughout the process. For example, the Arrow Lakes School District engaged in 13 comprehensive consultations in three communities in 2017 and provided a summary of community consultations in the form of a brochure to communicate the results of those interactions. Communicationsplan The board should also develop a detailed communications plan for its strategic planning process. The communications plan should r>amethe multiple ways in which the board will communicate information about the strategic plan, both at the plan's launch and throughout the life cycle of the plan. To launch the plan, a variety of communication tools and methods may be used. Common approaches taken in the K-12sector include posting the document online, advisory committee meetings and sending a report hOme to parents . As part of their communications plan. many boards create two versions of their strategic plan: a full version with all the details included, and a streamlined version for broader publication. In the interest of transparency, each board should make its full plan publicly available on its wel>site. Both versions should tell the strategic plan story and irwite everyone to participate in making the plan a living reality. Langley, Vancouver and the Sea to Sky school districts utilized web pages to outline the key aspects of their plans. other districts have developed brochures. bookmarks and posters to advertise their plan while a number of districts. such as the Okanaqan Similkameen school district, have developed pictorial representatio11sof their mission, vision and values to help communicate their plans to the public. 12 64 Strbteqle Planning Guide for Boards of Education Gelt,ny St<1 (Source) Communications shoul(I also be ongoing. The strategic plan should be visible and often communicated at the school and board levels. tn schools, the board should use posters ano signs. as well as teacher/school email and website communications to clearly link classroom and school initiatives to the strategic plan. Al the board level, trtislees and senior admin istrators should include Strategic Plan language in all email and website communicotions. This will ensure that the plan guides their decision making and actions, and enhances the transparency of the board's operations. Board and school leaders shOuld be encouragecl to continually reinforce the priorities and goals of the Strategic Plan· both Internally (<1urin9meetings, as part of professional development, in classrooms and schools, at school assemblies), and e,ternally (at community events). In this way, everyon& is accountable for the plan's success and sees their contributions reflected in the plan. 13 65 St<~teqic Plannlng Guide for Boards of Education The Strateqic Pl<>nningProcess The Strategic Planning Process There are a number of methods used to develop a strategic plan. No matter what process is used. strategic planning is basically about systematically answering four key questions. -· Q11estions Planning Activities Where are we? Reviewing mission, vision and values Analyzing external and internal environment ·- Where do we want to 907 .. Selecting goals ancf objectives How do we get there? Designing strategies, identification of e~pected results - .. Creating operational plans How do we make sure we get there? Measuring progress and taking corrective action Although there is a logical. seQuential orcler in raising these four questions. there is no clear-cut order in answering them. In reality. the answers to the dillerent questions are interdependent and influence each other. While you are trying to decide where a district would like to be in the future, it might make sense to have to go back to find out more about where you stand today. In the same way. the decision about where you would like to be in future might have to be re-examined once you begin discussing how vovcan get there. In other words, strategic planning has to be looked al as an iterative process that involves going back ano forlh between the different questions and the corresponding planning activities. WHERE ARE WE? Reviewingmission, vision and values statements The backbone of the strategic plan is the sision. mission and values statements of the district. As such, most handbool An organization's missionstatement is a concise description of its purpose. or what the organization does. Its vision statement is a vivid and engaging description of its idealizM future state of where it is going, and its vo111esstatement outlines the organization's core beliefs. or ho1Vthe district goes about its business. While missions need to be re-examined to ensure relevancy, a review of the vision statement is an integral part of the strategic planning process because ii defines the future slate. In response to the changing needs of the community and to evolving provincial priorities for education, a board 's vision statement will probably ch~nge more frequently than its mission anel values statements. When it comes to creating vision and mission statements. there is no prescribed order of development. Some strategic planners suggest beginning with the vision/futuristic view, or the ideal state of change/improvement that the district hopes to create. Starting here is often helpful in after reviewing the mission, which defines what the district does to achieve that vision. Another Important step before starting to develop the three statements is engaging stakeholders. Ensuring a 14 66 Strategic Planning Gulde for Boards of Education The Slrate() ,c Planning Process high degree of stakeholder engagement and agreement with the vision, mission ana values statements during their development incre.1ses the likelihood of support and buy·in. Steps for developin9vision, mtsslon and values The following process is recommended tor reviewing the three statements: I. Review current mission. vision ancl values 2. Are they still relevant? What is missing? 3. Brainstorm new ideas with key stakeholders 4. Use creative methods to engaqe a broad spectrum of stakeholders S. Discuss ideas and draft a statement(sl 6. Consolidate and prioritize to be clear and concise 7. Craft the work lo form final statements 8. Adopt and communicate mission, vision and values 9. Keep statements alive! Missionstatement A mission statement clearly states what the school district does, which services and programs it provides. why they provide them ano for whom. It is a comprehensive statement that articulates a clear purpose. Generally speaking, school districts will already have mission statements in place. However. existing mission statements should be, at a minimum, reviewed so that there is a clear understanding of the district's mission by all strategic planning participants. 1nmost cases, certain enhancements or clarification is needed to ensure that the mission meets the needs of its stakeholders. while also remaining t,ue to its original design. The mission statement is the foundation upon which the strategic plan rests. Therefore, it is ctitical that school districts have a solid, current and agreed-upon mission statement in place before subsequent steps are initiated. The Cold Trail school district's mission statement is to "create a dynamic and supportive le.3"1inqcommunity that inspires each student to ;,chieve their potential." (Source) This statement is fairly typical in setting out a broad description of what the district is there to do (supportive learning community, inspire and achieve potential). How do you decide whether your mission statement meets these criteria? The easiest way to address this is to convene the strategic planning team and, as a group, determine whether your mission statement can pass this test: -· Mission Statement Yes No Ooes it clearly state what business you are in? r-""'""""••· ...... Does it answer the questions: "who we are. what do we do. for whom (or to whom) we do it, and why it's important?" .. . -~---, Is the ultimate rationale for existence clear? Is the mission broad en~ugh to accomm_~~ate current times? .. -- Can the mission survive changes in administration? . Is it easily understandable to anyone who reads it? -· 11any of the answers are "no," then the question merits further investigation. Simply, the more checks you can put in the "yes" column. the more solid your strategic plan will be. 15 - 67 Strateqlc Planning Guide for Boards of Education Tl1eS trategic Planning Process ------·····..---- Vision statement A vision statement defines where you want your school district lo be in the future. A vision takes todav·s situation and explains what tomorrow shOuld be like. Jt is generally seen as the result of Implementing a strategic plan. but since good strategic plans are actually circular in Mlure. rather than linear, then there is no official endpoint. A vision articulates where you and your colleagues want your district to be. rt should also be bold and forward thinking. F'or example, the West Vancouver school district's vision statement sets out an very high, vetclear standard of "prov iding the finest educational experience in the country for the benefit of our children. our employees. our community and IM world." (Source) A vision builds upon the organization·s identity and takes those elements which are unique and that coincide with the mission, and crafts a long·term picture of the desired future. Similar to the mission statement test, ii is helpful If the strategic planning team sees that the following criteria are met when decidinq on what should be included in the vision statement: ., Vlslon Statement Yes No -...... --.. .•. ..,.. ~- Does the vision statement provide a clear picture of the district's future? ·-·- Is the vision statement challenging and inspiring? .. Is the vision statement- believable? Will achiev,!!!9 the vision positively contribute lo our overall .':!lission? -- Values statements Defining a school district's values can renew and rejuvenate stakeholders because it reminds them of shared principles, beliefs and the importance of their work, regard less of their roles. The act of developing values statements with stakeholders from various levels within the school district allows the sharing of different perspectives. This can be a great way to bridge gaps between management and staff within the district. School districts are value-driven by nature. A values statement should articulate how the district will conduct itself. The statement should answer the question "how do we want lo treat others, and how do we want to be treated ourselves?" A number of school districts have listed descriptive words to help illustrate their values. For example. the Cowichan School District's values include: "fairness. respect. inclusion, integrity. compassion, collaboration, innovation and curiosity." (Source) Values are unique to each organization and the staff that are part of the district. listing value-based words can often help jumpstart thinking about values, These lists are not intended to prescribe the values a school district should have. It is merely a list of values the district miqht choose to embody. 16 68 Strategic Planninq Guide tor Boards of Edueatron The s1,-a;eg,c l'lann n9 Process ...______,_.,., ______-· ··------······------·•'"••------···------ACTIVITY Identify values, beliefs. and guiding principles that either do or should guide interactions within the district (Example: We value the diversity among our staff and within our district) ,------·------~ ..------··-··------·------....,... ______,! '-----·-·------·--~ Identify behaviou,s that should be in practice every day to support the values. beliefs and guiding principles. (Example: We actively recruit qualified, diverse staff who represent the district that we serve.) ~-----····-·------·------..------·------·- ------~ 17 69 Str;,teqic Plennlng Guide for Boards of Education The Slratcgic Planning Process ------········------·········----- ····------·-· ·------··· Compilerelevant Information:envlronmentat scan After reviewing the district's mission, vision and values, it is time to compile relevar1t information to understand the district's conte~t in which it operates. An environmental scan is commonly defined as the collection. analysis and evaluation of information on, and data about, the internal and external factors that affect a schOol district. II helps a district develop an understanding of the broader context within which the district is operating, as well as its internal capacity to provide services that address the neeas of the students efficiently and effectively. The purpose is to gather data and information on to understand the historical perspective of the district. the wrrent context and the future outlook. This includes identifying strengths and weaknesses inside the district and external opportunities and threats or challenges. When organizations make decisions that are grounded in the best available evidence. they are more purposeful about where they focus their efforts and channel their resources. For this reason it is recommended that the committee gather a great deal of irlformation and consider it carefully before setting the strategic direction for the strategic plan. Gathering information tenels to be time and resource-intensive, but careful planning. with a clear purpose in min Because it takes time to gather information, it is a good idea for the committee to update the board of education periodically on the results of this process. How wlll we collect and analyse the data? Boards already have a wealth of existing data. so it is important to understand what data is available and what data Is needed for the strategic planning committee to do its work. The committee shOuld prioritize gathering data that will support effective decision making on equitable outcomes tor all students. Tt>ls should include demographic data, student-level data on student achievement and well·being and human resources data on employment trends. The first step in collecting data is to conauct scans of the board's internal and external environments. The second step is to analyse the data and identify the areas of greatest need. Step 1: Scan the Internal and external environments It is important for the committee to understand the internal environment of the board. including the impact of the previous strategic plan. student achievement levels, student well-being, employee satisfaction, parent engagement, student perceptions of safe environments and experiences of discrimination, the status of buildings and infrastructure. enrolment trends, succession planning patterns and the projected retirement rates of school and board leaders. Indicators for quantitative and qualitative measurements, trends in employee movement into, within, and out of the school district, the slate of student well-being and reviews of board governance structures and processes are all sources ol relevant information for the internal environmental scal'I. II is also important to identify what is working well and to continue to support those areas. It is equally crucial for the committee to understand the evolving nature of the external environment in which their school board operates. They should be aware of demographic shills, immi9ration patterns, tl\e economic, political. and social climates. changes in policies and legislation, changes in technology, legal requirements and Ministry of Education directives. education trends. local developments in policies and procedures. new collective agreements and global influences. Effective external environmental scans consider the factors that may be contributing to the challenges facea by the most vneler·served students and those 18 70 Strategic Plannioq Guide for Boards of Education The Strateg ic Planning Process ·········-··------···--·--- ..,____ _ ------..·--- not meeting their full potential. Strategic planning should also involve local government and other community organizations. When boards of education and their local governments share plans, data and information, both are better eq1.>ippedto provide enhanced services to the public t11eyserve and to mutually support each other's initiatives . Boards are encouraged to maintain an ongoing responsive process with municipal councils within their scl'\ool distr ict as well as with services organizations such as early childhood services, special needs services, menta l health services and police services. Gatnering information from local/community tables and sharing board data with those tables creates clearer thinking about the areas of the district's greatest need. While collecting all of the relevant data and information can be a labour·intensive task, the Ministry of Education has made publicly available school district ancl provincial level data that can be utilized l)y school districts during their strategic planning processes. For example. district and provincial level data can be found at http :// www.bced.go•1.be.ta /reporhn(J/ svstemper lo,m an~e In addition. open data sets of school district and provincial measures cal'\ be found at https://data.gov.bc.ca Stakeholderinput for external and Internal scans: Gathering input from key stakeholders provides important internal and external perspectives and opinions about the work of a school district. II may be helpful to review tne data. as diswssed in the previous secticm, and identify gaps that can be addressed through these engagement strategies. There are a number of tools and techniques that can be used by school districts to gain information for the plan. These include: Publicconsultations: Public coosullations can be used to solicit support. input and feedback from the vari· ous strategic planning process stakehOlders. Types of public consultations can include organizing meetings with parents and other stakeholder groups, or soliciting feedback following the release of a discussion or draft document. Publlcmeetings: Public meetings are also useful ways to get input. support and feedback ancl may include open houses to allow public viewing of the document and general meetings open to the public to review and discuss the document. rocus qroups:f'ocus grouPS are an effective way to get input from a representative sample of your stakehOld· ers. For instance, a locus group of education representat ives can help you identify some of the educational needs in your region. Websitef&edl>.lck: Posting a draft or final strategic plan on your website with a request for comments or feedback can be effective. Ensure that you provide an online form or email address that is regularly checked to obtain the feedback. Surveys:Surveys can be utilized as part of the planning process. A professionally designed arid administered survey is the best option, but can be costly for districts that have limited reso1.>rces. In ,ecent years, school districts have benefited by the use of public engagement software, which has resulted in higher levels of participation rates than traditional means ol en9agemer1t. particularly with stud~nts. Public engagement software also provides more opportunities for two·way discussions and the sharing of ideas that promotes greater collaboration during the strategic planning process. Interviews:Administrators and staff offer a wealth of knowtedqe about the school district, its key services and how it functions. An interviewer asks a set of predetermined questions. and at times, will ask follow•up Questions to obtain more information. 19 71 Strateqfc Planning Guide for Boards of Education The Strnteg, c Planning Process ------... ---·-······------Step 2: Analyse the data Effective data analysis ensures that the areas of 9reatest need become the areas of focus. No matter how the data is analysed. it is important that the process be collaborative so that a common understanding emerges regarding tM areas of focus. A common approach for analysing internal and external factors affecting an organization is the SWOT (strengths, weaknesses, opportunities, and threats) analysis. SWOT analysis requires an or9aniiation to focus on both its strengths and weaknesses.With the help of this approach the committee can develop an accurate picture of where the board is and where it should go. The following table is a typical model that is usecl during a SWOTanalysis when! the strengths and opportunities an! outlined in IM left side of the tabfe and the weaknesses and threats are highlighted on the right side of the table. The results of the SWOTanalysis should be incorporated into the final strategic planning document and made available to slakehOlders. Support Hinder The district In achieving Its objectives .... TIie district In achlevin~..fts objectives .. Strengths Weaknesses (opportunities for improvement) ~~ ...~ 't:t:i ..... -'O -.. .c.. C.., $0-- E ...,... - - ..... C., Opportunities Threats (challenges) ,l: E ·-.. 0C i:.. -~> -c E.... ., ...... c WO"'- During the data analysis stage. it may be helpful to: Identify themes and outlier$; Themes that su99est a direction for the boarcl will gradually emerge as the committee analyses lhe data. At the same time, it is important tor the committee to identify the ·outliers· or any other evidence that may fall outside the primary strategic themes. as some of ii may be significant. Identify the tentative strategic goals: The committee sets the tentative strategic goals that reflect the far·reaching results it would like to achieve across the board in academics. well-being. equity, finance, employee relations. human resources. community partnerships. internal processes and procedures anct governance. These tentative strate9ic goals may shift as the process unfolds. but having an initial set of priority areas provides a focus for the planning process going forwarcl. 20 72 Strategic Planninq Guide for Boerds of Education The Strategic Planning Process WHERE.00 WE WANT TO GO? Based on the evidence that has been gathered. a board of education must decide on the direction to take for the school board's future or ''where you want to be." Core components of strategic plans include establishing goals anti objectives. Goals, by definition, are outcome statements that define what a school district is trying lo accomplish. Each 9oaI can be thought of as a large umbrella with several spokes coming out from the centre. The umbrella itself is a goal and each spoke is an objective. Without the specifics ol the objectives the very general goal could not be accomplished; just as an umbrella cannot be put up or down without the spokes. Goals are general guidelines that explain what you want to achieve in your school district. They are usually long-term and represent the large issues or problems you want to address. for example, one of the Greater Victoria school district's goals is to "create a long-term plan to enhance learner success." The notable characteristic ol this goal is its simplicity and concreteness. By keeping goals simple and clear, it becomes easier lo identify the necessary steps to achieve them. By setting concrete objectives, including quantitative measures where appropriate, the district ensures accountability by allowing for a clear determination of whether the goals have been met or not. The following checklist can be used to determine if your district"s goals are suitable: - Goals _., .. Yes No ,.__Oo the goals support the mission? - Are goals consistent with your legislative authority? .. Do the goals represent a measurable result? -- .. , Do the 2_oalsprovide direction for action and results? .. Are th: .!!~als challenging, but realistic? Is there at least one key goal for each program and subprogram that you can reasonably-- man- age? Do the goals retie~! the organization's priorities (both legislative and administratively}? Are the goals impo!:tant to management, policy-makers and customers? Would so I m~~:~~familiar with the program .~nderstand what the ~oals mean? -·-· Objectives Objectives take the goats one step further by setting specific and measurable programs/services so that the goals may be accomplished. They are more specific and outline the "who, what, when, where, and how" of reaching the goals. Objectives are developed to help achieve goals by dividing them into manageable components. for example, "provide greater support for vulnerable students with diverse needs" would be a goat. A supporting objective could be lo ··c1eve1opa district plan for vulnerable learners" . This objective would neecla date ot completion, a person responsible for implementation and specific actions steps outlining what needs lo be accomplishecl in order to accomplish the objective. By definition, objectives are describecl as being precise, time-based ancl have measurable actions that support the completion of a goal. Objectives must: __,. ______ 21 73 Strategic Planning Guide for Boards of Education ·---· - ··-·------·------Relate directly to ttie goal Be clear. concise and understandable Be stated in terms of results Begin with an action verb Specify a elate for accomplishment Be measurable What are the differences between goals and objectives? Goals are broad while objectives are narrow Goals are general intentions while objectives are precise Goals are intangible whi le objectives are tangible Goals are abstract while objectives are concrete Goals cannot be validated as is while objectives can be validated Objectives should be SMART. which is defined as: • S - Specific: specify what is to be achieved, by how much and by when • M - Measurable:make sure that the objective can be measured • A - Achlevable:set objectives that are feasible for the district • R • Relevant:align objectives with the mission and vision of the district • T • Time·orlentattd: establish a timefr<1me for achieving the objective The following table can be utilized to assess your district's objectives: r--•. - OIIJectlves --- .. Yes No " Do the objectives reflect specific, desired accomplishments? t--··· ., .... E~n progress be n,~asured? .. -··- ..,, Are the objectives challenging, yet realistic and attainable within the planning periods?--- Are there enough resources to meet the objectives? Do the objectives work toward a re~~lt? .. ... Are there specific time frames associated with the objectives? Will meeting objectives lead to goal_atlainmenl? - - Is there at least one objective for each goal? -· HOW DO WE GET THERE? After goal and objective development. the SPC should once again review the data gathered from the SWOT to determine if modifications are needed. for e,ample, the information gathered during the SWOT analysis mav indicate a particular goal or objective is inappropriate or not needed. It may indicate a neeel for more objectives under a particular goal. The SWOTreview will aid the SPC in determining whether or not their plan is realistic and it will set the groundwork for establishing functional action steps. for each goal and objective, the SPC should dete,mine how large of a gap exists between the present status and the intended future status. for each goal and objective, the SPC will decide if it is possible to close the gap (or al least make significant progress towards closing the gap) between what presents exists and where you want to be in the future. If it is possible to close the gap, the goal and/or objective will remain as part of the plan. If it is not possible to close the gap. the plannin9 team will mav decide to eliminate the goal and/or objective. ·------22 74 Strategic Planninq Guide tor Boards of Education The Strateq ic Planning Process ···-·------·------··-·------·-···-- Strateqles Strategies are a detailed series of milestones used to implement your objectives. Strategies require an evaluation of the costs and benefits. the consequences of each approach and the appropriate course of action. Strategies lead to the formulation of action plans (a series of milestones) that contribute to the 1Jltimate vision . When developing strategies, you should note whether or not they are student-focused, cost-effective and realistic . One of the benefits associated with strategies is that they may be Mned or re-worked as the strategic plan progresses. Many times. C1Jrrentevents/issues that are out of your control will affect your plan. In o,cJer to compensate, you may have to revise various strategies. nnally, strategies must take into account the impact they will have on the overall plan. What will be the impact of your strategies on the desired results? Is the organization authorized to take action to implement, modify or chal'l(Je the strategy? What are the anticipated consequences of each strategy? Who is responsible for implementation and oversight of eoch strategy] The following table may be used to assess your district's strategies: -- S1rat~ ies Yes No Are the strategies framed within a certain time periocJ? . Are the strategies broken down into specific steps (have operations. procedures and processes been included)? .. . ·•- Do the strotegies contain sufficient detail to track milestones? Do the strategies help achieve the objectives? t----·-···- -·· -··· -··- -... ···-- Are there enough resources to implement the strategies? -·· t--• Do the st,ategies relate to the ultimate vision? Has someone been assigned to each strategy? Preparationof annualoperational plans After conducting the strategic planning process. developing the plan anct adopting the plan, the district must place the plan into action. As the CEOof the school cJistrict, the superintendent is responsible for implementation of the strategic plan. The superintencJent will work collabQratively with their senior team to create an annual 'operational plan' that identifies the key initiatives that will help advance the district's multi-year strategic plan's goals and objectives . This document can take on many different forms. It is there to essentially translate the st,ategic policy direction of the plan into procedural reality. Some districts have Clecidedto develop a detailed implementation plal'I that outlines specilically how staff will implement the strategic plan in day·to·day work. Implementation plans typically include the following : Specific strategies (programs. activities and interventions) that will be implemented to address each objective. Who is responsible or accountable for each st A strategic implementation plan is most useful when it is user-friendly and easy to read. 23 ------~------75 Strategic Planning Guide for Boards of Education The sr.-~;cgic Plann ing Process ...... ______-- - - -·--·------··-·---- In addition to aMual operational plans, some school districts also have school-specific operational plans. It is equally important to ensure that school-based plans are aligned to the direction set out in the school district's strategic and operational plan. HOW 00 WE MAKE SURE WE GET THERE? Monitoring is oefined as "the internal management process by which information about plan implementation is gathered and analysed, with a view to identifying strengths and weaknesses arid formulating practical proposals for taking the necessary action (correction of problems or reinforcement of successes) in order to reach the planned results." Mof\itoring is mainly done by using the different types of indicators chosen tor measuring progress in reaching the objectives and strategies as indicated in the operational plans. The information that is collected is then analysed and the results presented in the form of progress reports to the beard. The reports should be produced at regular intervals throughout the year {al least quarterly is recommended). Trackingstrategle and operationalplans The superintendent is also responsible for ensuring that the data collection mechanisms and reporting structures are in place so that progress against the strategic and operational plans of the district can be tracked and reported out to the board of education and the public more broadly. When data collection mechanisms and reporting structures are embedded into tt-ie actual operations of the district. monitoring the strategic plan is not additional work. but part of regular practice. Generatingthe data Data collection tools should be identified and embedded into the initiatives. Al every level of the board. from the classroom level up. data collection tools should support monitoring and evaluation of initiatives. for every initiative that is planneo. tt-ie following question should be asked: "How will we know if we're succeeding?" The mechanisms for generating data, embedded into all the initiatives. will provide the answer to this question. Storingthe data The data that is generated needs to be collected and stored so that ii can later be analysed and referenced. It is recommended that the school district create repositories for the data ii one does not already exist. These repositories will be a reliable source of information when creating future operational plans. during the next strategic planning cycle and when conducting the next environmental scan. Analysing the data Small school districts may choose to share staff tor this function or hire a consultant tor a month or two each year to analyse the data. Some school districts have also utilized collaboration software that supports oata collection and has an analysis function. With data regularly gathered, stored and analysed, monitoring progress becomes more manageable for the school district. The findings will provide them with an accurate and comprehensive flow of information from the ground up and will allow for the evaluation of overall performance in an ongoing manner. The impact of each initiative can be assessed, and each initiative can be refined as necessary. 24 76 Stroteqic Planning Guide for 8oords of Education Conclusion Conclusion This guide lays out the key steps that are often included in strategic planning processes. It is also important when reading this guide lo reflect on the accountabilities related to strategic planning that fall specifically to senior management (e.g. the superintendent and senior staff) and boards of education. Such accountabilities include: ··----·------Superintendentand senior staff accountabllltles D lead ing the development of the strategic plan: As the CEO of the school distr ict. the superintendent and key senior staff (assistant superintendents, secretary-treasurer and other key stall) are accountable for project management of the strategic planning process and reporting to the board of educat ion on all key decision points of the strategic plannin9 process that requires board approval. Certain aspects ol the process moy be delegated to outside consultants/facil itators in areas that require more specialized expertise (e.().use of surveys and focus groups) or it there is a perceived benefit of utilizing third -party expert ise. 0 Development of the operat ional plan: The superintendent is accountable tor operationalizing the strategic plan by identify ing the key init iatives that will be required to help advance the board of education's strategic goals and obje ctives. □ Develop the annual board budget: The superintendent, with the support of the secretary -treasurer and senior staff. develops the annua l budget. which is presented to the board ol education tor approval. The board of edocation's budget is a dollar·based reflection of the district's st D Monitoring progress of tM strategic plan: The superintendent is responsible for gatherin(), storing and analyzing data that is relevant to goals and objectives of the strategic plan. □ Reporting to the board of education: The superintendent is also responsible tor evaluating progres s made towards meet ing the strategic plan's goals and regu larly report ing out to the board of education on areas that are doing well. as well as potent ial areas of improvement. Boardaccountabilities □ Participating in anti approving the strateg ic plan: While the superintendent and senior staff (with the support of consultants/facilitators) are responsible for 'holding the pen' and draft ing the plan, boards of educat ion should be involved in all key decision -points during the strategic plannin() process as the board is ultimately accountable tor the strategic direction set in the plan. □ Approving the annual board budget: The superintendent, with the support of the senior administrators and the budget committee, develops the budget. The budget is then presented to the ooard of education for approval. Boards of education should be enqu iring as to how the budget reflects the proposed cost of imptementin() the strateg ic pr iorities of the distr ict's strategic plan. 2S 77 Str~tegic Pfenning Guide for Boards of Education Conch..JSion 0 Approving the long·range facilities plan (LRFP) • Along with the budget. ii is also necessary for boards of education to plan for the school facilities necessary to Clelivereducational programs and services. Boards of education should be ensuring that the school district's LRFP.which demonstrates how capital decisions are made based on the current condition of existing facilities. projected student enrollment, anticipated changes in rand use and other long·term factors. are aligned with the district's strategic plan. D Share the strategic plan with the community: Sharing the strategic plan is an opportunity for outreach to the community and for building partnerships and shared ownership of public education. In this regard. it is important to demonstrate that the strategic plan was developed through evidence·based decision making and has taken into account multiple voices within the community. □ Monitor progress of the strategic plan: The board of education is accountable for monitoring and evaluating the strategic plan in an ongoing manner and to use evidence to think systemically and intentionally about how to move the school board to its desired future state. a Review the strategic plan annually: The strategic plan should be reviewed annually with the board. With this evaluation comes the opportunity to measure success, determine what to do about strategic goals that have not been met and consider how to communicate any updates to the public. The annual review of the strategic plan provides an opportunity for the board to keep the plan at the forefront of all board decision making. 0 Review the superinten D Report regularly to the community on the progress of the strategic plan: It is good practice for the board of education to report regularly to the broader community, providing the public with substantive information about the progress that has been rnade towards achieving the goals in the strategic plan. It is Important for the community to have access to information about stuclent achievement and well·beinq. Since trustees are the point of access to the school board for members of the public, the onqoing communication that trustees provide will help build public trust. 26 78 79 Strategic Plannlnq Gulde for 8<>ards of Educati<>n Ta1>1eol Conlenls Table of Contents Getting Started Tl A. Assessing a school district·s readiness T1 B. Developing a strategic planning work plan T3 C. Identifying key stakeholders and their role T3 The Strategic Planning Process T4 D. Understanding !he difference between vision. mission and values T4 E. Mission statements T4 r. Vision statements T6 G. V<1luesstatements T6 H. Environmental scan T8 I. SWOTanalysis T9 J. Setting goals. objectives and actions T11 K. Drafting the strategic plan T11 Sample Graphics from School Districts T12 80 Strategic Planning Guide for Se>arc!sof Education Tools to Support Stroteg,c Plann1119 ·--·-·····------··"~----··"-- --...., .., ... --·----····------Getting Started -, ...... -----·-··· .... _,, -· --,,-,. ______A. Assessinga schooldistrict's readiness The strategic planning committee (SPC) should undertake an assessment of the district's readiness to engage in a strategic planning process by reflectlng on the following questions below: What has the district learned since the last planning process? --· .. -· ....•. -·· ! .. - -- __J What tools have we acquire(! that we didn't have last time? ,...... ,.,,_, --· -- ·-- ...... What contributed to challenges in the process? --, .. -·· ...... ··-. ···- L_ .., ... ,,...... ,_ .,., ..._____ ,.,, ··-· .,.... _ How did the district address the challenges? ., ..._ ...... ,____ I ··- ·1 I L_...... -- --- .. __J What does the ideal planning process look like? ....,..~ .. ·------· -.. 'f I I I -.. ·- ··- , ... ·-· J Tl 81 Strateqic Planninq Guide for Boards of Eouc;,tion Tools to Suppott StrateqlC Pl.annin<) ·-···.. _._ .. ·-·--·-·--- ·-··•·..·····- ·- Cur,ent ft'alltv basedon readinessesSt>ssment considerations Whal is in place to support a successful planning process? ,----·· -- ··1 ...... ,_ ·---, ... ------~J What is missing that the district needs for successful planninq? -.~. -7 .,,_ ,,...... , .. - I How can the district obtain what is missing? ... ------· ······~- ., ..._ ...... ····-- Whal benefits are expected from the process? ...,.... I ········- --.... i . ·1 'I L_____ ··- ___J Oescribe any potential challenges the distritt might face? ...... -··-······- -·- -.. ..., ... _ ··-· ····- -· ...... Whal strategies can be implemented to overcome potential challenges? r ·-· --- ·--· --- ... I ! ! ! i ' ______J ''---········ .. ·--···-· ...... ---·····----· -- ... T2 82 Strategic Planning Guide for Boards of Education fools to Supporl Stralegi c Planning ------··-·-··· ..,------··• ...... _._. ------·.. ·------B. Developinga strategic planningwork plan Once the project is initiated, the Strategic Planning team shOuld develop a work plan that includes the following key pieces of information. This sheet should be continually updated and reviewed with the board of education periodically. - Action or Per,on Tlmelinefor Status or Step Step to~e Milestones Responsible Completion Completion Completed Date Preparation Engage John Smilh Stakeholders Weeks 1-2 Complete X date stakehOIClers Identified for steering first meeting set committee participation Conduct Hold 1·2day Consultant Agenda Week 16 strategic session to meeting planning identify vision, summary mission. values. goals and objectives - C. Identifying key stakeholdersand their role The trategic planning committee should identify all key stakeholders that should be included in the district's strategic planning process and identify their specific level of engagement. role in the process and kev actions that are ,equired by the stakeholde,s, as well as set deadlines. Stakeholder Levtl of enqagement Role In the process Ac.tlonneede4 and •. . - by when - ··------· I --- ·- -- - - _,..... ~ ...... -- I - ... ~-·-.... T3 83 Strategic Planninq Gulde for Boards of Education Tools to Support Strategi c PJ.3nnin The Strategic Planning Process 0. Understandingthe difference betweenvision, missionand values The strategic planning committee should review the board's mission, vision and values statements. If the committee decides lhal one or more of these statements needs to be revised. ii should review the characteristics of effective statements. as outlined in !he box below. Mission Stllttment Vision Statement Values Statement Describes the board's purpose Describes the board's Idealized OescrJbes what's important to future state the board Is concise and memorable and Is inspiring and ambitious and Is a short summary of the core answers the following questions: answers the following questions: beliefs and answers the following questions: ' What is our board's . What does our board want . Whal are our board's ultimate purpose? to achieve? essential and enduring . What does our board do? . What would our ideal beliefs? . Who does our board serve? district look like? . What are the priorities . What problem, issue, that influence our board's or need does our board decisions? address? Example: Example: Example: "To prepare students, withil'I "All students of the board will ''We value: equity, integrity, a safe, inclusive and dynamic reach their potential through collaboration. respect and family environment. to face a changin() high·quality programs delivered engagement world as lifelon9 learners and by highly trained, carin9 staff in informecl. responsible citizens." an atmosphere of respect to, the individ1.1alneeds of each learner." E. MissionStatement The SPC should consider the following questions when reviewing its existing mission statement. Mission Statement Yes No Ooes it clearly state what business you are in? Ooes it answer the questions: ''who we are, what do we do, for whom (or lo whom) we do it. and why it's important?" Is the ultimate rationale for existence clear? Is the mission broad enough to accommodate current times? Can the mission survive changes in administralion7 ls it easily understandable lo anyone who reads ii? ~ T4 84 Strateqic Planning Guide for Boardsof Education fools to Support Strategic Planning Missionstatement worksheet Step I: Answer the foUowlnqquestions What is the purpose of our district? (A purpose sentence answers the question of why a district exists; it does not describe what a district does. The sentence should be a short. succinct statement that describes the ultimate result the district is hoping to achieve. When writing a purpose sentence, make sure to indicate outcomes and results (e.g. to increase student achievement), not the methods of achieving those results, which is what you do (e.g. by using new teaching methOds).) l L--·-·--·------What are the methods that our district uses to accomplish its purpose? Describe our business or businesses our primary services or programs: - --·------! Step 2: Combineyour purposesentence and descriptionof primary servlcts/activltles In a compellinq mission statement: ! I TS 85 Strate9ic Planning Gulde !or Boards ol Education Tools to Support st,ateq ic Planning --·--- ...... ··---· ----..·- -. ••-•H F. Vision statement lhe strategic planning committee should consider the following criteria when deciding on what should be included in the vision statement: -·-··· .... _,, ..... Vision Stat~ment Yes No Does the vision statement provide a clear picture of the district's future? Is the vision statement challenging and inspiring7 - Is the vision statement believable? -- Will achieving the vision positively contribute t~our overall mission? - Visionstatement worksheet The vision statement is an inspirational. compelling answer to the question"what do you hope for vour stakeholders?" Ideally, it should be written in a compelling, inspirational fashion. Post your vision staternent throughout your organization. E,ample: "Our vision is of a learning community which embodies world-class learning in a rural environment." School District 10 - Arrow Lakes --·- .. ·-··- ; ~ .._,_ ...... •. ____J G. Values Statements The values statement depicts the priorities in how the school distrkl carries out activities with stakeholders. The board and superintendent should regular ly reference the values statement to provide guidance to the nature of how the district and its programs should operate. Example: Wt, value and support: • Innovation, thouqhtful risk takln~ and positive change: We are thoughtfully innovative and constantly working to make posit ive change. • Diversity: We accept. respect and celebrate the diversity of person, thought and values found within our communities. • EquityIn opportunities:Every person has the opportunity to engage meaningfully in their work and learning. Every student has the opportunity to: explore their passions, achieve their full potential and pursue their aspirations. • Collaboration;Working, leaming and achieving are collaborative endeavours . • lnteority: We work and learn ethically. fairly, hOnestly and with strong moral principles . • Relationships:Meaninglul connections between people, and between people and the "place'" we live, work and play, are imperative. .. " -- T6 86 Strategic Planning Gui Clarify your orqanlzatlon's belief systems What are some of the values, beliefs, and/or quieting principles that quide (Or should guide) your management and staff's interactions with each other and with the outside worlo Practical Impact: what ere the behaviours? What shoul(I we commit to doing in everyday practice in support of ovr values. beliefs and guiding principles T7 87 Strategic Plennlnq Guide for Boards of Education Tools to Supoort Strategic Pl~nning ----...... , ______,,,. ______,,______..., --- H. Environmentalscan 8elow are some components of an environmental scan that are completed as part of a sir ategic analysis. Internal environment including the impact of the previous strategic plan. student achievement levels, student weU·bein9, employee satisfaction. parent enqagemenl. student perceptions of safe environments and experiences of discrimination, the status of buildings and infrastructure, enrolment trends. succession planning patterns. and the projected retirement rates of school and boarcl leaders. Indicators for quantitative and qualitative measurements, ttends in employee movement into. within, and out of the school district. the state of student welt-being and reviews of board governance structures and processes. The external environment including demographic shifts, immigration patterns, the economic, political. and social climates. changes in policies and legislation, changes in technology, legal requirements and Ministry of Education directives. education trends, local developments in policies ancl procedures. new collective agreements and global influences. Jn addition. the environmental scan may include: Review of mission, vision and values Review of business processes Analysis of clients/customers Review of the district's annual facilities plan Health and well·being Labour relations Human resources Relationships with community Review of other regions/partners Review of organiiational structure Review of past strategic plans. reports ancl other relevant material Review of minutes and bylaws Literature review Interviews with stakeholders Questionnaires/surveys rows groups Public consvltatlon/meelings Review of communications and other plans T8 88 Strategic Planning Gulde for Boards of Education Tools lo Support Strateqic Plannir>y -----·--·- --..· --- I. SWOTanalysis The SWOT analysis is a basic tool for reviewing a school district and ils erwironment. It provides direction and a basis for the development of a strategic plan. The SWOTdoes this by assessing a schOol district's strenglhs (what a district can do) and weaknesses (what a districl cannot do) in addition to opportunities (potentially favourable conditions for a dislrict) and thr The role of SWOTanalysis is to take the information from the environmental analysis and separate it into internal issues (strengths and weaknesses) and exlemal issues (opportunities and lhreats). Once I his is compleled, the SWOT analysis delermines if the information indicates something lhal will assist the school district to accomplish ils objectives (a strength or opportunity), or ii obstacles that must be overcome or minimized to achieve the desired results (weakness or threat) exists. Strengths:What are some internal positive things about your district? What does the community see as your strengths? Wuknesses: Whal are some weaknesses in the district? What does the community see as your weaknesses? Opportunities:Whal are some opportunities in your district? What are some emerging trends? Threats:Whal are some local or provincial issues lacin9 lhe district? What are some technology issues thal face the district? Support Hinder The district in achlevlnqIt$ objectives The district in a~hlevlnqIts objectives ., Strengths Weaknesses (opportunities tor improvement) '!;.. ti ~E...... ·-., -.. ,C.. f .. .. -0 £: - ...."OI ..C Opportunities Threats (challenges) " e :!:le~o t:.~ .. .,> -E.,.." ..,.., .....&. WO ~--· .• ...... -- T9 89 Strateqlc Planninq Guide for eoards of Education Tools to Support Strategic Planning ...... , ___····-·-· ______-·--·······- -~··-- SWOTanalysis worksheet Strengths (internal issues) Weaknesses (internal issues) - Opportunities (external issues) ~ Threats (external issues) T10 - 90 Strategic Planning Guide tor Boards of Education Tools to Suppo,t Slrateg,c Plar>11i1HJ J. Measuringresults A school district strategic plan should identity how the status of the implementation will be monitored and evaluated. There should be regular (at least quarterly) status reports made by the superintendent to the board ol education and reports that are made public to all stakeholders. TM status reports will address whether goals and objectives are bei~g met or not. current issues and highlight any resources needed to implement the plan. Goal: to create welcoming school environments where students. parents and staff belong and teel connected. Resourc-es Objective Action Per$0n needed responslble Tlmeltne Ev.iluation To improve Workforce Human Superintendent July· June 5% student engagement resources 2019 improvement and staff strategy ' in workforce engagement developed survey results To increase [RASE training Human Executive July - June S% the rate that tor all schools resources. Director 2019 improvement in students feel with follow students. of Human annual survey safe al school up for the teachers and Resources results larger school parents community K. Drafting the strategic plan A strateg ic plan typically has the following key components: • Letter of Introduction: displays a public message from the bo.rd of education with signatures and approval statements. • Eucut lve summary: provides a brief I to 3 page summary of the major components of the plan. • Summary of strateqlc planningproce$S: describes the strategic planning process, including: A. A description of the strategic planning partic ipants. II not included in the plan. a list ol individuals and their titles should be available on the district's website. Examples of documentat ion include meeting minutes, strategic planning committee membership report, and/or other formal listings of part icipants. 8. Summary or overview of the strategic planning process, including the number of meetings and the duration of the planning process. C. Description ot the steps in the planning process such as the SWOT.environmental scan and stakeholder analysis. • Vision, mission and 11a1uestatements: defines each ot the adopted statements. • Summary of SWOT and environmentalscan results: the analysis of the district's strengths and weaknesses and external trends, events or other factors that may impact the district. • Go.ilsend obJectl11e$:includes all or9anizalional goals and object ives with measurable and time tramec! targets. • Putting the plan Into action, describes how the plan will be used, monitored ano evaluated. Tll ---- 91 Strategic Planning Guide for Bo~rds of Education Tools lo Support Straleqic P1.-nning ·------··-·---·-- Sample Graphics from School Districts Learn about and discuss the .-.,suits of Phase 1 Thursday,Ap,D 21 T~mpl PastStrategic BCEducation Long-Range Plan Plan FacilitiesPlan ~ 1.~ Public& Stakeholder Pub/le& Stakeholder Input Input T12 ------~ 92 of Education Slra:e91c• P l~•nn,ng Strateqic Plenn,·nq Guide for Boar~s . ···-·· - -···--· Tools to Suppor t ~-- - -·--·· . . . ~ ~ .. ' ...-..,_ .. ■--'!Ill~ INTEGRITY EXCELLENCE COMMUNIT·Y Tl3 93 Strategic Plannil\q Guide for Boards of £<1ucatiol\ Tools to Supnors Strategic Planning .•. •' • I • . ~ ~ ..IWIR.ltli • UNlflEP . • ~ . . • • T14 94 Strategic Planning Guide for 8oards of Education Tools to Support Strategi c Pla,rn,n9 TlS 95 , .. BOARD OF EDUCATION L SCHOOL DISTRICT NO. SO HAIDA GWAII \ ·~ 7; MEETINGAGENDA ITE:M # 10,4 Action: Information: X Meeting: RegularBoard MeetingDate: October27, 2020 Topic: AmendDistrict School Calendar Background/Discussion: 10,4- AmendDistrict School Calen RecommendedAction: Presentedby : Superintendent 96 ---- SCHOOLDISTRICT NO 50 (HAIDA GWAII) 2020/2021 CALENDAR SEPIEMBER OCTOBER NOVEMBER 2 PVP Meeting 7 PVP Meeting 2 Ministry Doy, Non-Inst1uctionol Doy++ 7 labour Day, No School o 12 Thanksgiving, No School ++ 4 PVP Meeting 8 Schools Open + + 15Cross Covnhy Misty Meodows+ 11 Remembrance Doy, No School++ 22 Boord Meeting 23 Pro-O, Non-tnstructionol Doy ++ 20 Badminton @GTN/TAH 25 Pro-D. Non-lnsl1uctionol Doy ++ 27 Boord Meeting 24 Board Meeting 30 Orange Shirt Doy 28 HEC Meeting 31 Halloween DECEMBER JANUARY FE8RUARY 2 PVP Meeting 4 Schools Re-Open ++ 3 PVP Mee1ing 15 Boord Meeling 6 PVP Meeling 10 HEC Meeting 18 Pro-D, Non-lnstructionol Doy++ 26 Soard Meeting 15 Family Doy, No School ++ 21 Wil'lter Break Begins++ 29 Basketball @GIN/TAH+ 18 Science Fair 23 Board Meeting 25 Pink Shirt, Anti-8vllying Day ++ 26 Pro-D/ELF, Non-lnstrvctionol Doy++ MARCH APRIL MAY 3 PVP Meeling 2 Good Friday, No School ++ 5 PVP Meeting 11 Chess @PCES+ 5 Easter Monday, No School ++ 7 Floor Hockey @ALM+ 15 Spring Break Begins ++ 7 PVP Meeling 21 Pro-D, Non-Inst1vctional Doy++ 29 Schools Re-Open + + 8 European Handball @PCES+ 24 Victoria Doy, No School H 30 Boord Mealing 21 HEC Meeting 25 Board Meeting 27 Soard Meeting 29 Alder Reoding Galo JUNE HEC Non-lnstruclionol PVPMeetings BoordMeetings 2 PVP Meeting Meetings Days Sep9 Sep22 3 Track & field @SNES+ Ocl 28 Sep 25 - Pro-D Ocf 7 Ocl27 S/ 12 GKNS or GTN Grad Feb 10 Oct 23 - P10-D Nov4 Nov24 21 National Indigenous Peoples Day April 21 Oec2 Dec 15- Video Cont Nov 2 - Minislry Day Jon 26 - Video Cont 12 Board Meeting Jon6 Dec 18- Pro-D TBA GKNS or GTN Grad Feb 23 - Video Cont Feb3 Mor30 25 Administ1ative Day, Schools Closed Feb 26 - Pro-D / ELF Mor3 Apr27 Moy 21 - Pro-D ... Apr 7 Moy25 Jun 25 - Admin Day May5 Jun 22 Jun 2 ♦ All Elementary Schools Updoled Oct 8, 2020 ♦ t All Schools AMENDEDJUNE 25, 2021 as Administrative Day 97 BOARD OF EDUCATION SCHOOL DISTRICT NO. 50 HAIDA GWAII MEETlNGAGENDA ITEM # 10.5 Action: Information: X Meeting: Regular Board MeetingDate: October27, 2020 Topic: Studellt Enrollment Background/Discussion: 10.5- StudentEnro llment RecommendedAction: P1esentedby: Superintendent 98 Boardof Education School Dlettlct No. SO (Halda Gwall) Office of th& Superintendentof Schools Mr. Carey Stewart Office: 250·559-8471,Ext . 104 [email protected] District Student ForecastOctober 21, 2020 Registered Students October 2019 [1701} ElementarySchools Sk'aadgaaNaay Elementary School 129 131 AgnesL. Mathers Elementary/Secondary 24 20 0 20 Port Oements Elementary 20 23 4 19 TahayghenElementary S School Population School populations are staying steady so far for the month of October 2020. Compared to last year October 2019 the district is down 2 students. Homeschool The 9 students are registered as Home-school, either parents have contacted their school Principals or Principals have reached out to their parents. There was a transition back-to-school offered to the parents. The facts are: • Parents are very committed to homeschooling their children for 1 year • Families have choosing to homeschool because of transportation concerns - It was confirmed that parents wanted their children to attend to the closest school Graduation 2020/2019 Secondary Schools 2019/2020 Registered Grade Graduation Rate Grad Rate " AG Total Gradu;;ites 12 Graduate 2019/2020 Pro• ram GldgalangKuuyas Naay Secondary 19 18 9S% 0 31 IGKNJ GudangaayTlaat, 'e,,• Naay Secondary 12 12 100¾ l S<.hool(GTN ) Preparedby Supertntt:ndent CareySttwart BOARD OF EDUCATION SCHOOL O(STRICT NO. SO HAIOA GWAII MEETINGAGENDA ITEM# 10.6 Action: Information: X Meeting: Regular MeetingDate: October27, 2020 Topic: Frameworkfor EnhancingStudent Learn ing Background/Discussion: 10.6- Frameworkfor Enhancing Studentlearning RecommendedAction: Ptesentedby: Trustee 100 Enhancing Student Learning Reporting Order 7 OCTOBER 2020 In the August 20, 2020 edition of the BCST A The Report "must establish categories for each of Weekly, I included a notice that the Enhancing the following student populations and report on these Student L&arning Reporting Order had been made categories separately: by the Minister of Education. This Bulletin provides additional information about the Order. a) Indigenous students (i) living on reserve, and (ii) living off reserve On September 1. 2020, the Enhancing Student Leaming Reporting Order came into force. The bl children and youth in case Order requires each board of education to "prepare and submtt to the Minister a report oompleted in c) students with disabiltties or diverse abilities" accordance with this order between June 30 and September 30, or a date otherwise determined by The Report is to include infonmation "relating to the the Minister" (the "Report") {section 2). Section 3 of board's approach to continuous improvement of the Order includes a table which sets out student student achievement" (section 5). The report must performance information that the Report must be no longer than 1O pages. include. Please contact BCSTA Legal Counsel, Audrey Ackah, if you have questions about this Bulletin . 101 ~ l Soard ol Education School DistrictNo. 60 (Halda Gwall) . Off~ of the Superin"1ndenrof Schcols --=- Mr. Carey Stewart ~ -.,_;:;_ , Office:250-559-6471, Ext. 104 ::s...) cstewart@sd5Qb~s;a October 27, 2020 Framework for Enhanced Student learning (FESll It is now a policy requirement for all school districts to implement the Framework for Enhanced Student learning. The first report is due to the Ministry of Education no later than September 30, 2021. FESl Requirements: 1. Board approved Strategic Plan 2. Corresponding allotment of resources 3. Report to the MoE by September 3011>each year. 4. Include performance indicators The report must also establish categories for each of the following student populations and report on these categories separately; Indigenous students (i) living on reserve and (ii) living off reserve, children and youth in care, and children with disabilities and diverse abilities. The Framework in Action, started a virtual learning series with high-calibre speakers that provides district leaders promising practices on relevant and timely topics throughout the year. For those requiring greater support, school district leaders will have access to a mentorship and facilitative collaborative approach. In light of the current pandemic, they will also be embedding COVIDoperational planning to support a holistic approach. Haawa 44,d,;7 Carey Stewart Superintendent of Schools 102 BOARD OF EDUCATION SCHOOL DISTRICT NO. SOHAIDA GWAII MEETINGAGENDA ITEM# 10.7 Action: Information: X Meeting: Regular MeetingDate: October27, 2020 Topic: ParentAdvisory Council & DistrictParent Advisory Council Background/Discussion: 10.7- ParentAdvisory Counci l & DistrictParent Advisory Counci l RecommendedAction: Presentedby : BoardChair 103 BOARD OF EDUCATION SCHOOL DISTRICT NO. SO HAIDA GWAII MEETINGAGENDA ITEM# 10.8 Action: Information: X Meeting: RegularBoard Muting Date: October27, 2020 Topic: StudentTrustee Policy Examples Background/Discussion: 10.fr. StudentTrustee Policy Examples RecommendedAction: Presentedby: Superintendent 104 ADMINISTRATIVEREGULATIONS TITLE: STUDENTLEADERSHIP CATEGORY:EDUCATION NUMBER:1290 I. Rationale: Student Voice allows for a direct link between the current educational experience of students, school and district administration, and the Board. II. District Student Leadership Team (DSLT): A Two students (normally one in grade 11 and one in grade 12) from Pender Harbour, Chatelech, Sunshine Coast Alternative and Elphinstone Secondary Schools will meet with the Superintendent or designate at least every two months to discuss matters of interest to students. B. A process will be developed by the DSLT to nominate a member of the DSLT to be Student Trustee for the academic year. C. Should the nominee be unable to complete his/her term. the DSLTwill nominate another student to fulfill the role of the Student Trustee for the balance of that school year. Ill. Student Trustee: A. The DSLT shall name a Student Trustee to the Board in June of each school year for the subsequent school year. B. The Chair of the Board or designate will mentor the student trustee. C. The Student Trustee shall have the same opportunities for participation in meetings of the Board and its committees as an elected Trustee. However. the Student Trustee is not a member of the elected Board, and, therefore, cannot attend closed meetings. Further, the Student Trustee cannot vote on matters before the Soard. D. The Student Trustee must try to attend all regular meetings of the Board, normally in Gibsons. E. The Student Trustee shall report to the DSLT the activities and priorities of the Board. F. The Student Trustee shall report to the Board on the activities and priorities of the DSLT G. The Student Trustee shall act in accordance with the Bylaws and Policies of the Board. H. The Student Trustee shall prepare a written report for the June Board meeting to describe his/her experiences as a Student Trustee for his/her term of office. Received: February 2020 References: Board Policy 2.8 Ill::\ SC!IOOLOISilllCT 46 PAGE 1 OF 1 ~ SUIISHINECOAST 105 ..._( ( School District 8 6;..~~ aiii; :::C Kootenay Lake Office of the Superintendent Student Trustee Guidellnes Preamble The Board of Education values the 1mportan~ of student leade The position of 4110 Role Description and Expectations A Student Trustee; a) Is a non-voting member of the Board. Therefore, they are not entitled to vote on any matter before the Board and do not have statutory powers or duties of a school trustee under the School Act. b) Will attend 4/10 regular public meetings of the Board but is not entitled to be present at any meetings that are private and/ or closed to the public (special I in-camera). c) Will participate with other Trustees in discussion and will provide a student perspective on matters before the Board. d) Will comply with the Student Trustee Conflict of Interest Guidelines. e) Is not entitled to move a motion, but may suggest a motion on any matter at a meeting of the Board. f) Shalt have access to all information and resources provided to Board Members with the exception of lnfotmation related to matters which are being considered at a special I in-camera meeting. g) Will present a Student Trustee report at regular Board meetings. h) Will represent the Oistrict at the following types of School/ Dfstr!cttRegionat /Provincial events: scheduled Board of Education meetings in students' town of residence, Student Leadership membership I activities, OPACmeetings, School / District and Regional Leadership and Ptannin11 sessions as they arise, We Oay and as many Youth Conference events possible. II Is encouraged to communicate regularly with students about the activities of the Board and to gather student input about upcoming issues facing the Board. Eli9ibllftyand Q.uaffflcatfons To be selected to the posl(lon of Student Trustee, the student must meet the following qualifications: a) Be a student in School District No. 8 tKootenay Lake), 570 Johnsto:,c Rel, Nelson BC Vll 6J2 Tel 2Sv SOS 7':131Fax .?50.35?. 6686 ~dB.be.ca 106 'I..«( School District 8 6:;'1111~~---=- Kootenay Lake b) Be In grade 11 or 12 of the school year in which he/she holds the position. c) Have pare11talconse<1t (if under 19 years of age). Selection of Student Trustees Two students from each high school in the district will be selected. In order to select a Student Trustee, the process outlined below must be followed. a) The opportunity to compete for the p()Sltlon of Stude11tTrustee will be advertised and made available to all grade 10 and grade 11 students In the district. b) Candidates Interested In the position of Student Trustee will provide the school administration with notiflcatl()n as per school guidelines. c) Candidates will be Interviewed by a selection panel. Members of the panel may include, but will not be limited t() school administration, teachers, a Trustee, and students. Selection will be based upon criteria established at the school level. d) The school administration sitting on each of the panels will notify the Superintendent of the selected Student Trustee(s). e) In the event that the Student Trustee leaves the position before the completion of his or her term the vacancy will be filled through the process described above. Term of Position The Student Trustee will be selected by June 1st. The term of the position will be for a maximum of two years beginning in September 1" of their grade 11 year in which they are selected to June 30"' of the following academic year. A Student Trustee Orientation will take place prior to June 30'" during the student's Grade 10 year. Disqualification of Student Trustees A Student Trustee w\11be disqualified from service If he or she: a) Ceases to be a student in School District No. S (Kootenay lake). b) Is suspended from school for a serious violation of the Code of Conduct or other Board Po11clesor school rules. Honorarium and Support for The Student Trustee a) The Student Trustee may ret:('ive an acknowledgement as determined by the Board. b) The Student Trustee wHI be reimbursed for any appr Responslbllltles of The Board S70 JohMtone Rel, Net~on BC VIL GJZ Tel ZS0.505 7937 Fax 2S0.3S2 6686 sd8 .bc.ca 107 'I..( (School District8 • ~ Kootenay Lake a1 To appoint one elected Trustee to act as a mentor for each of the Student Trustees. b) To orientate selected students to their rote and expectations of the Student Trustee. c) To acknowledgi, the service of the Student Trustee to the Board. Conflict of Interest Guidelines a) A Student Trustee must not participate In any Board discussion where the Student Trustee may have a conflict of interest or an apparent conflict of interest. b) A Student Trustee has a conflict of interest when a Student Trustee or their parent(s), spouse, sibling or child has a direct or indirect financial Interest in the matter being discussed at the Board or Committee meeting. s·roJohnstone Ro, Nelson 8C VIL 612 Tel 250 .505.79:\'I Fa. 2S0.3S2.668(i sd8 .bt .ca 108 BOARD OF EDUCATION SCHOOL DISTRICT NO. 50 HAIDA GWAII MEETINGAGENDA ITEM# 10.9 Action: Information: X M~tlng: Regular Board MeetingDate: October27, 2020 Topic: DistrictAssessment Update Background/Discussion: 10.9- DistrictAssessment Update RecommendedAction: Presentedby: Superintendent 109 - - Haida Gwaii Community-District Numeracy & Literacy Plan, 2020-2021 Submitted by School District 50 (Haida Gwall) October 27, 2020 Task Group The Literacy & Numeracy Task Group focused specifically on Numeracy and Literacy levels for students in Haida Gwaii district schools. With the continued leadership in the school district, we aim to sustain a representative Numeracy and Literacy Task Force focusing primarily on increasing the level of Literacy and Numeracy for students in the schools. The task group 2020-2021 will comprise of one teacher rep from each school. potentially could be: • Primary Teachers • Intermediate Teachers • Secondary Teachers • Haida Gwaii Teachers' Union President • School Administration • Student Service Committee member(s) This group will work in reviewing the current level of student achievement, sharing information about student numeracy and literacy instruction, reviewing and assessing program materials. developing a school district numeracy and literacy plan relating to Numeracy and Writing Core Competencies and Big Ideas from Kindergarten to Grade 12; and committing to improving school performance and achievement for all students. Community Development and Literacy & Numeracy Collaboration School District 50 (Haida Gwaii) acknowledges, with sincere gratitude the importance in networking with many of our communities and schools who will be taking part and contributing in school meetings about numeracy and literacy. Haida Gw(lii District Commiu,iryN11meracy /litercrcy Pion, 2020-202I I 110 Goals and Actions for this Year The Literacy and Numeracy Taskforce Committee will explore student skills levels on literacy and numeracy. We will review district data measures in these areas and, Special Education will be a focus. The task force committee will form Goals for this year's numeracy/literacy plan Indications of Success The team will explore: • Increased leadership in numeracy, literacy and special education/learner support Community District Numeracy and Literacy Plan Goals and Actions for this Year Our challenges and successes will have long-term implications for improving numeracy and literacy on Haida Gwaii School District. As noted with the School District, our main goal is to enhance student success. The goals and actions for this year's Community District Literacy Plan, which is currently in draft are: G oal 1 : Promote an d sunnort numeracv an 1teracv Actions/Initiatives DRAFT Indicators of Success DRAFT Goal 2: Promote an d sunnort Ha, .d a Ianauane and culture literacv. Actions/Initiatives DRAFT Indicators of Success DRAFT Goal 3: Support and encourage family involvement in learning and numeracv/literac v nronrams. Actions/Jnitiatives DRAFT Indicators of Success DRAFT Haid,, Gwaii District Community ,Vi,meracy!Literncy Plat1, 20l(J-?0l/ 2 111 -- BOARD OF EDUCATION SCHOOL DISTRICT NO. SO HAIOA GWAII MEETINGAGENDA ITEM# 11.1 Action: lnfonnatlon: X M~tlng: Regular MeetingDate: October27. 2020 Topic: 1" QuarterOperating Financing update Background/Discussion: 11.1- 1st QuarterOperating Financing update RecommendedAction: Presentedby: Secretarytreasurer 112 -, ,, ' School Dlsttlct No. SO(Haida Gwaii) tI ~•' 1st Quarter Operating Budget to Actvat - As at September 30, 2020 .._, ~~~ ;-- ··-· ····- 19•0ct-20 2020 &UDGEi JULV-SEPT %ofBUOGET l€GEND Salaries Teachers 3,os1,1s1 I 297,873 10% A Principa1s& VicePrincipals 979,173 259,580 27% 0 Education Assistants 464,498 30,492 7% A Support staff 1,514,549 270,061 18% A Other Professionals I -- ~!l,~62 lSS,732 26% A Substitutes - Teachers 202,018 6,353 3% A Substitutes • CUPE 218,996 22,603 10% A Total Salaries 7,065,577 1,045,694 15% I Employee Bene/Its 1,696,S20 204,517 12¾ A Total So/aries ond Benefits 8,762,097 1,250,211 14% A Services and Supplies ·- Seivites S66,972 79,216 14% B Student Transportation 81,000 0% C Professional Development & Travel 481,713 7,393 2% B Rentalsand Leases 21,050 10,980 52% II ·--Dues & Fees 13,29S 9,727 73% 8 Insurance 34,334 11,987 3S% B Supplies 719.471 153,075 21% A !Utilities 548,504 69,150 13¾ A Total Services & Supplies 2,466,339 I 341,528 14% I Total Operati~g f•pense 11,228,436 I 1,$91,139 14% A ,__ LEGEND ,__ A~ No concerns ,__ 8; Some front loaded e,penses • contlnue 10 monitor ,__ C ~A large number of trips t.ake place In May and June eadl year D; WIii oontlnue to monitor - . ,__ I' I I I' I ' ~ Observations: 1-- Based on the above financial d,la ,nd >'ith three months into the fiscal year and one month into the school year it is mytonclusion that we are on track based on the original budget presented to ,__ the Board. ~ ,_ ' ' ' 113 ~ BOARD OF EDUCATION SCHOOL DISTRICT NO. 50 HAIDA GWAII . - '--.~'-'= , . :::, ) MEETINGAGENDA ITEM# 11.2 Action; X lnfonnatlon: Meeting: Regular MeetingDate: October27, 2020 Topic: Appointmentof Auditors Bac~ground/Dlscusslon: 11.2-Appointmentof Aud~ors lonhe 2020 -2021 Schoo l Year RecommendedAction: THATthe Board of Educationof SchoolDistrict No. 50 (Haida Gwaii) appoint Carlyle Shepherd & Co Chartered ProfessionalAccountants for year ended June 30,2021 P 114 - BOARD OF EDUCATION SCHOOL DISTRICT NO. 50 HAIDA GWAII MEETINGAGENDA ITEM# 11.3 Action: Information: X Meeting: Regular MeetingDate: October27 , 2020 Topic: MasseiSchoo ls Update Background/Discussion: 11.3- MasseiSc hools Update RecommendedAction: Presentedby : Secretarytreasurer 115 ~ .- BOARD OF EDUCATION . - SCHOOL DISTRICT NO. SO HAIDA GWAII . ~ ? MEETINGAGENDA ITEM # 11.4 Action: Information: X Meeting: Regular MeetingOate: October27, 2020 Topic: AugusUSeptember2020 finance vouchers Background/Discussion: 11.4-AugusVSeptember2020 finance vouchers RecommendedAction: P 116 FINANCEVOUCHER REGULAR BOARDMEETl"1G BOARD MEE YING: Ootobe<27, 2020 Finance Voucher Avgw.t:ll292p The list of accountspayable is attached for your Information. The following Is a summaryof eooounts. AIP Cheques Computer Generated A"""" 31.mo $17,627.61 ePayments ""9U"'"· 2020 $248,958.4 t Quiel TOTAL Aecoun1s Payable...... A•gu Teachers 14-Aug $0.00 AO/Exempt 14•Aug $34,900.00 Teachers 31-Aug $0.00 AO/Exempt 31-Aug $52,993.70 $87,893.70 CUPE 01-Aug $17,994.20 Casuals 01•AIJ9 $6,682.05 TOC's 01-Aug $0.00 CUPE 15-Aug $17,979.77 Casuals 15-Aug $8,794.58 TOC's 15-Aug $0.00 CUPE 2~Aug $21.497.40 Casual~ 29-Aug $7,884.14 TOC's 29°Au9 $0.00 $80,832.14 TOTAL Payroll..... $168,725 .84 TOTAL AIP and Payroll $!;51,963.02 RECO"""ENOATION: 1. THAT the Board of SclloolTrustees receive for infonnetionAccounts Payableand Payrolltotaling $661,963.02 for the month of August 117 ------SCHOOLDISTRICT NO. 50 HAIDAGWAII CHEQUEREGISTER AS OF AUGUST31, 2020 CHEQUE DATE SUPPLIER AMOUNT NUMBER 58914 08/14/2020 CDW Canada Corp. $ 646.82 58915 . 08/14/2020 Msdsonline $ 1,598.00 58916 08/14/2020 Westpoint Automotive $ 576.21 58917 08/21/2020 BC Hydro & Power Authority $ 9,805.72 58918 08/21/2020 Copper Bay Concrete $ 3,685.50 58919 08/21/2020 Vanmed Solutions $ 1,315.36 TOTALS $ 17 627.61 118 SCHOOLDISTRICT NO. 50 HAIDAGWAII eREGISTERAS OF AUGUST 31, 2020 DATE I SUPPLIERI NUMBER I AMOUNT I Batch# 08/14/2020 783 Naveed Ali $ 3,025.00 8755 08/14/2020 783 Chris Bellamy $ 4,550.00 8755 08/14/2020 783 Daniel W. Burton $ 5,150.00 8755 08/14/2020 783 Rachel Fraser s 4,125.00 875S 08/14/2020 783 Allison Kozak $ 4,825.00 8755 08/14/2020 783 Tiffany Lavoie $ 4,425.00 8755 08/14/2020 783 Meaghan MacArthur $ 430.00 8755 08/14/2020 783 Kimberley P. Madore $ 5,200.00 8755 08/14/2020 783 Warren McIntyre s 4,343.00 8755 08/14/2020 783 R. David McLean $ 5,200.00 8755 08/14/2020 783 Joan Moody $ 5,150.00 8755 08/14/2020 783 Jennifer Parser $ 3,700.00 875S 08/14/2020 783 Jenna Perry $ 5,200.00 8755 08/14/2020 783 Tricia Querengesser $ 4,750.00 8755 08/14/2020 783 James M. Reid $ 2,412.50 8755 08/14/2020 783 Daniel Schulbeck $ 4,200.00 8755 08/14/2020 783 David Wahl $ 4,950.00 8755 08/14/2020 783 Vanessa Wahl $ 5,200.00 875S 08/14/2020 783 James Warner $ 2,925.00 8755 08/14/2020 783 Nadine Whittle $ 4,300.00 875S 08/14/2020 783 Colleen Williams $ 2,310.00 875S 08/14/2020 783 Deborah 8. Witzaney $ 5,200.00 8755 08/14/2020 783 Martin Wood $ 4,300.00 8755 08/14/2020 784 Aaron-Mark Services $ 4,731.84 8759 08/14/2020 784 Air Liquide Canada Inc. $ 29.27 87S9 08/14/2020 784 Big Red Enterprises LTD. $ 2,181.66 8759 08/14/2020 784 Black Press Group Ltd. s 125.21 8759 08/14/2020 784 Charlotte Island Tires LTD. s 316.41 8759 08/14/2020 784 Coastal Propane Inc. $ 16,260.27 8759 08/14/2020 784 EMCO Corporation $ 96,705.99 8759 08/14/2020 784 Focused Education Resource Society $ 1,388.10 8759 08/14/2020 784 Family Services Of Greater Vancouver $ 1,837.30 8759 08/14/2020 784 Haida Gwaii Consumers Co•operative $ 297.70 8759 08/14/2020 784 Indigo Books & Music Inc. $ S21.85 8759 08/14/2020 784 Lin Haw International Co. Ltd. $ 7,284.51 8759 08/14/2020 784 lwm Services Inc. $ 573.75 8759 08/14/2020 784 North Coast Supply Co. t TD. $ 154.77 8759 08/14/2020 784 Port Air Cargo $ 220.50 8759 08/14/2020 784 TELUSCustom Security Systems $ 314.48 8759 08/14/2020 784 Tic Automotive Services LTD. $ 55.56 8759 119 SCHOOLDISTRICT NO. SOHAIDA GWAII eREGISTERAS OF AUGUST31, 2020 DATE I SUPPLIERI NUMBER l AMOUNT 1 Batch# 08/14/2020 784 Village Of Port Clements s 1,082.59 8759 08/14/2020 784 Xerox Canada Ltd. $ 188.78 8759 08/14/2020 784 Talia Campos $ 250.00 8759 08/14/2020 784 Moira Dubasov $ 100.53 87S9 08/14/2020 784 GidGalang Kuuyas Naay PIT s 600.00 8759 08/14/2020 784 Tahayghen Principal's IN Trust s 500.00 8759 08/14/2020 784 James Turner $ 18.57 8759 08/21/2020 785 EMCO Corporation s 58.88 8764 08/21/2020 785 Natural Pod Services Inc $ 11,323.20 8764 08/21/2020 785 Telus $ 1,331.29 8764 08/21/2020 785 Telus Communications (Be) Inc. s 1,778.68 8764 08/21/2020 785 Tic Automotive Services LTD. s 18.62 8764 08/21/2020 785 United Library Services $ 545.93 8764 08/21/2020 785 Tahayghen Principal's IN Trust s 115.00 8764 08/31/2020 784 Robert Hadcock s 2,176.67 87S9 TOTALS $ 248 958.41 120 SCHOOLDISTRICT NO. 50 Haida Gwall QUICKPAY REGISTERAS OF AUGUST31, 2020 CHEQUE DATE SUPPLIER AMOUNT NUMBER 821209 2020-08-06 Workers' Compensation Board $ 22,699.74 327334 2020-08-06 Municipal Pension Plan $ 6,831.07 811143 2020-08-10 CanadaCustoms And Revenue $ 1,038.34 811911 2020-08-20 CanadaCustoms And Revenue $ 10,214.17 869591 2020-08-20 CanadaCustoms And Revenue $ 8,610.99 869183 2020-08 -20 CanadaCustoms And Revenue $ S,456.53 869029 2020-08-20 CanadaCustoms And Revenue $ 1,699.64 831582 2020-08-11 Yvette Marie Emerson $ 482.00 327738 2020-08-14 Teachers' Pension Plan $ 24,308.15 327737 2020-08-14 Municipal Pension Plan $ 6,172.30 864267 2020-08-14 CanadaCustoms And Revenue $ 1,595.40 328538 2020-08-20 Municipal Pension Plan $ 5,198.09 825448 2020-08-25 CanadaCustoms And Revenue $ 8,384.74 839446 2020-08-25 CanadaCustoms And Revenue $ S,680.00 839101 2020-08-25 CanadaCustoms And Revenue $ 8,280.00 TOTAlS $ 116,651.16 121 SCHOOL MEMORANDUM DISTRICTNO. 50 ------Haiifa-Gwaii TO Kevin Black Secretary-Treasurer FROM Moira 0ubasov Assistant Secretary-Treasurer SUBJECT: Teacheni Payroll for...... Augu&t DATE 22-0ct-20 Period Pay Payroll Net Ending Period Grouo Amount 14-Aug PP#1-8 Adv Teadlers $ . 14-Aug PP#1-8Adv AO/Exempt $ 34,900 .00 31-Aug PP#1-8 Teache,s $ . 31-Aug PP#1-8 AO/Exempt $ 52,993.70 Total Net Pav $87,893.70 122 SCHOOL MEMORANDUM DISTRICTNO. 50 HaldaGwaii TO Kevin Black Secretary-Treasurer FROM Moira Duba&ov Assistant Secretary-Treasurer SUBJECT: Non• Teachers Payroll for... August DATE 22-Oct-20 Period Pay Payroll Net Encfino Perlod Group Amount 01-Aug PP#2-16 CUPE $ 17,994.20 01-Aug PP/12-16 Casuals $ 6.682.05 01-Aug PP#2-16 TOC's $ . 15-Aug PP#:2-17 CUPE $ 17.979.77 15-Aug PP#2-17 Casuals $ 8,794.58 15-Aug PP#2-17 TOC's $ - ZS-Aug PP#2·18 CUPE $ 21,497.40 29-Aug PP#2-16 Casuals $ 7,884.14 29-Aug PP#2·18 TOC's $ Total Net Pay $ 80,832.14 123 FINANCEVOUCHER REGULARBOARO MEETING BOAAOMEETING : October 27. 2020 AGENDAIT£M: Finance Voucher 9ePSerobec30, 2020 The list of accountspayable i$ attached for your information.The following is a summaryof accounts. NP ChequesComp uter Generated S@~r30,2020 $40,513 .79 ePaymonts Sep!emt/6( 30, 2020 $132,275 .76 Quick Pays Stpl~er 30, 2020 $146,214.15 TOTALAccounts Payable...... s,,.,.,,.,, so,mo $319,003 .70 Teachers t>Sep $80,700.00 AO/Exempt t>Sep $34.900.00 Teach8rs 30-Sep $143,650.43 AO/Exempt 30-Sep $53,480.05 $312,730.48 CUPE 12-Sep $37,773.43 Casuals 12-Sep $10,536.80 TOC's 12-Sep $0.00 CUPE 26 -Sep $55.872.96 Casuals 26-Sep $18.960.94 TOC's 26-Sep $4,683.33 $127.849.46 TOTAL Payroll..... S.ptember30, 2020 $440.579.94 TOTAL AJP and Payroll $759.583.64 RECOMMENDATION: t. THAr the Board of School Trustees receive for informationAccounts Payableand Payroll totalIng $769,68l.E.4 fDf the month of September 124 SCHOOLDISTRICT NO. SOHAIDA GWAII CHEQUEREGISTER AS OF SEPTEMBER30, 2020 CHEQUE DATE SUPPLIER AMOUNT NUMBER 58920 09/11/2020 CDW Canada Corp. $ 2,835.25 58921 09/11/2020 Doublethink Inc. $ 1,181.25 58922 09/11/2020 Flag House Inc. $ 423.75 58923 09/11/2020 Logan Glasman $ 200.00 58924 09/11/2020 JAMFSoftware, LLC $ 612.50 58925 09/11/2020 London Life lnsu ranee Company $ 452.61 58926 09/17/2020 James Bush & Associates Ltd. $ 2,205.00 58927 09/17/2020 Les Plan Educational Services $ 207.90 58928 09/17/2020 Pearson Canada Inc. c/o T46254 $ 300.39 58929 09/17/2020 Pitney Bowes Leasing $ 12.23 58930 09/17/2020 Pitneyworks $ 22.81 58931 09/17/2020 Premier Canada $ 204.29 58932 09/17/2020 Staples Desjardins Card Service $ 918.07 58933 09/17/2020 STLSafety Inc. OBAVitatel< $ 18,073.74 58934 09/17/2020 Vanmed Solutions $ 1,412.53 58935 09/24/2020 BCHydro & Power Authority $ 5,777.70 58936 09/24/2020 COW Canada Corp. $ 74.75 58937 09/24/20'7.0 City Centre Stores LTD. s 288.96 58938 09/24/'J.020 JAMFSoftware, llC $ 612.50 58939 09/24/2020 Kone Inc. s 2,332.33 58940 09/24/2020 Pitney Bowes Leasing s 12.10 58941 09/24/2020 Westpoint Automotive $ 106.69 58942 09/24/2020 Zonar Systems $ 126.00 58943 09/30/2020 City Centre Stores l TD. s 204.29 58944 09/30/2020 Design Science Inc. $ 250.00 58945 09/30/2020 Pitney Bowes Leasing $ 67.87 58946 09/30/2020 Pitneyworks $ 23.28 58947 09/30/2020 Rocky Point Engineering ltd. $ 1,575.00 TOTALS $ 40,513.79 . 125 SCHOOLDISTRICT NO. 50 HAIDAGWAII eREGISTERAS OF SEPTEMBER30, 2020 DATE I SUPPLIERI NUMBER I AMOUNT I Batch# 09/11/2020 786 Aaron-Mark Services $ 583.67 8770 09/11/2020 786 BC Principals & Vice Principals' Association $ 755.44 8770 09/11/2020 786 CUPE• local 2020 $ 2,323.41 8770 09/11/2020 786 Grand & Toy $ 198.26 8770 09/11/2020 786 Morneau Shepell Ltd. $ 1,993.30 8770 09/11/2020 786 Pacific Blue Cross $ 736.72 8770 09/11/2020 786 Ruby Moody $ 500.00 8770 09/17/2020 787 Aaron-Mark Services $ 65.57 8774 09/17/2020 787 Apple Canada Inc. C3120 $ 5,163.69 8774 09/17/2020 787 Bastion Trophies $ 14.18 8774 09/17/2020 787 BCAir Filter LTD. $ 6,248.50 8774 09/17/2020 787 Big Red Enterprises LTD. $ 2,181.66 8774 09/17/2020 787 L.l.GFoods ltd-dba Causeway Masset $ 2,533.69 8774 09/17/2020 787 Driftech Mechanical Services $ 2,822.71 8774 09/17/2020 787 Fast Fuel limited Partnership $ 421.83 8774 09/17/2020 787 Family Services Of Greater Vancouver $ 1,498.88 8774 09/17/2020 787 Robert Hadcock $ 250.00 8774 09/17/2020 787 Indigo Books & Music Inc. $ 1,289.62 8774 09/17/2020 787 Interior Turf Equipment $ 1,824.46 8774 09/17/2020 787 Lin Haw International Co. Ltd. $ 2,293.21 8774 09/17/2020 787 Monk Office Supply LTD. $ 1,722.36 8774 09/17/2020 787 North Arm Transportation LTD. $ 1,253.39 8774 09/17/2020 787 North Coast Regional District $ 35.00 8774 09/17/2020 787 Powerschool Canada ULC $ 1,574.07 8774 09/17/2020 787 Purolator Courier LTD. $ 43.60 8774 09/17/2020 787 Rocky's Equipment Sales LTD. $ 181.70 8774 09/17/2020 787 Schoolhouse Publications Inc. $ 147.52 8774 09/17/2020 787 Soper's Supply ltd. $ 693.96 8774 09/17/2020 787 Spectrum Educational Supplies LTD. $ 348.64 8774 09/17/2020 787 Technical Safety BC $ 70.00 8774 09/17/2020 787 Telus Communications (Be) Inc. $ 7,921.38 8774 09/17/2020 787 Tic Automotive Services LTD. $ 210.57 8774 09/17/2020 787 Western Campus Resources $ 1,961.93 8774 09/17/2020 787 Xerox Canada ltd. $ 4,774.54 8774 09/17/2020 787 Jane Kinegal $ 1,007.35 8774 09/17/2020 787 Port Clements School Principal's In Trust $ 289.23 8774 09/17/2020 787 James Roberts $ 29.00 8774 09/17/2020 787 Kieran Wake $ 1,138.50 8774 09/17/2020 787 Lisa Ann Waring $ 1,863.82 8774 09/17/2020 787 Marcia Watkins $ 244.13 8774 09/18/2020 788 Kieran Wake $ 660.00 8778 09/24/2020 789 Apple Canada Inc. C3120 $ 23,689.07 8783 09/24/2020 789 Bandstra Transportation $ 1,019.15 8783 09/24/2020 789 BC School Sports $ 290.00 8783 126 - SCHOOLDISTRICT NO. SOHAIDA GWAII eREGISTERAS OF SEPTEMBER30, 2020 OATE I SUPPLIERI NUMBER I AMOUNT I Batch# 09/24/2020 789 Charlotte Island Tires LTD. $ 347.79 8783 09/24/2020 789 Coastal Propane Inc. $ 4,347.57 8783 09/24/2020 789 Fast Fuel Limited Partnership $ 552.74 8783 09/24/2020 789 Full Moon Photo $ 71.75 8783 09/24/2020 789 Grand & Toy s 343.25 8783 09/24/2020 789 Haida Gwaii Consumers Co-operative s 3,794.54 8783 09/24/2020 789 Indigo Books & Music Inc. $ 765.46 8783 09/24/2020 789 Lwm Services Inc. $ 2,917.67 8783 09/24/2020 789 Natural Pod Services Inc $ 5,482.40 8783 09/24/2020 789 North Arm Transportation l TO. s 3,739.32 8783 09/24/2020 789 North Coast Regional District $ 20.00 8783 09/24/2020 789 North Coast Supply Co. LTD. s 135.49 8783 09/24/2020 ·789 Purolator Courier LTD. $ 153.24 8783 09/24/2020 789 Schoolhouse Publications Inc. $ 80.11 8783 09/24/2020 789 Skeena Sight and Sound s 2,072.29 8783 09/24/2020 789 Spectrum Educational Supplies LTD. $ 7.51 8783 09/24/2020 789 Telus $ 1,360.04 8783 09/24/2020 789 Tic Automotive Services LTD. $ 148.95 8783 09/24/2020 789 University Of Toronto Press $ 1,285.67 8783 09/24/2020 789 Village Of Masset $ 425.00 8783 09/24/2020 789 Western Campus Resources $ 164.54 8783 09/24/2020 789 Xerox Canada Ltd. $ 540.33 8783 09/24/2020 789 Kevin Black $ 179.10 8783 09/24/2020 789 Marissa Decocl< $ 27.13 8783 09/24/2020 789 Steven Goffic $ 494.98 8783 09/24/2020 789 Kimberley P. Madore $ 192.28 8783 09/24/2020 789 Dana Moraes $ 42.60 8783 09/24/2020 789 Daniel Schulbeck $ 160.00 8783 09/24/2020 789 Tahayghen Principal's IN Trust $ 615.00 8783 09/24/2020 789 Joanne Yovanovich $ 251.28 8783 09/30/2020 789 Robert Hadcock $ 2,317.08 8783 09/30/2020 789 WEIGUM, Shirley $ 1,774.50 8783 09/30/2020 790 ARI Financial Services Inc. s 47.25 8787 09/30/2020 790 Craven Huston Powers Architects $ 1,995.00 8787 09/30/2020 790 Fast Fuel Limited Partnership $ 602.56 8787 09/30/2020 790 Grand & Toy $ 1,554.34 8787 09/30/2020 790 Haida Gwaii Consumers Co-operative s 513.86 8787 09/30/202t> 790 Insight Canada Inc. $ 130.88 8787 09/30/2020 790 Monk Office Supply LTD. $ 114.86 8787 09/30/2020 790 North Coast Supply Co. LTD. $ 66.27 8787 09/30/2020 790 PJSSystems Inc. $ 140.00 8787 09/30/2020 790 Rescue 7 Inc. $ 891.52 8787 09/30/2020 790 School Specialty Canada $ 1,107.45 8787 09/30/2020 790 Skeena Sight and Sound s 181.25 8787 127 SCHOOLDISTRICT NO. 50 HAIDA GWAII eREGISTERAS OF SEPTEMBER30, 2020 DATE I SUPPLIERI NUMBER I AMOUNT I Batch# 09/30/2020 790 Trade West Equipment Ltd. s 3,883.38 8787 09/30/2020 790 University Of Toronto Press $ 82.00 8787 09/30/2020 790 Xerox Canada Ltd. $ 61.63 8787 09/30/2020 790 Deavlan Bradley $ 307.04 8787 09/30/2020 790 Ruben Jatel $ 262.45 8787 09/30/2020 790 Lao Peerless $ 656.70 8787 TOTALS s 132 275.76 128 SCHOOLDISTRICT NO. SOHalda Gwaii QUICKPAY REGISTER AS OF SEPTEMBER30, 2020 CHEQUE DATE SUPPLIER AMOUNT NUMBER 814648 2020-09-30 Yvette Marie Emerson s 482.00 329191 2020-09-03 Municipal Pension Plan $ 4,836.11 826289 2020-09-10 Canada Customs And Revenue s 9,022.43 822795 2020-09-10 Canada Customs And Revenue $ 8,227.10 828363 2020-09-10 Canada Customs And Revenue s 17,016.34 828024 2020-09-10 Canada Customs And Revenue s 17,441.02 826664 2020-09-1S Canada Customs And Revenue s 857.86 822250 2020-09-15 Canada Customs And Revenue $ 1,176.58 828703 2020-09-15 Canada Customs And Revenue $ 1,786.13 330139 2020-09-15 Teachers' Pension Plan s 21,296.61 330137 2020-09-15 Municipal Pension Plan $ 6,172.30 825946 2020-09-15 Canada Customs And Revenue $ 468.59 330829 2020-09•17 Municipal Pension Plan $ 6,101.84 834994 2020-09-18 Pacific Blue Cross $ 4,294.99 834823 2020-09-18 Pacific Blue Cross $ 8,465.50 836266 2020-09-25 Canada Customs And Revenue $ 5,680.00 836927 2020-09-25 Canada Customs And Revenue $ 6,280.00 8116S9 2020-09-29 Minister of Finance $ 26,608.75 TOTALS s 146 214.15 - 129 SCHOOL MEMORANDUM DISTRICT NO. 50 Haida Gwall TO Kevin Black Sec,etary-Trea$urer FROM Moira Oubasov Assistant Secretary-Treasurer SUBJECT: Teachers Payroll for...... Sepwmber DATE 22-Oct-20 Period Pay Payroll Net Ending Period Group Amount 1s.sep PP#1-9Adv Teachers $ 80.700.00 1S•Sep PP#1-9Adv AO/Exempt $ 34,900.00 30-Sep PP#1-89 Teachers $ 143.650.43 30•Sep PP#1-69 AO/Exempt $ 53,480.05 Total Net Pay $312,730.48 130 ------SCHOOL MEMORANDUM DISTRICT MO. 50 --·······------Haida Gwall TO Kevin Black Secretary-Treasurer FROM Moira Oubasov Assistant Secretary-Treasurer SUBJECT: Non-Teachers Payroll for... September DATE 22-Ocl·20 Period Pay Payroll Net Ending Period Grouo Amount 12-Sep PP#2-19 CUPE $ 37,773.43 12-Sep PP#2-19 Casuals $ 10.S38.80 12-Sep PP#2-19 TOC's $ . 26-Sep PP#2-20 CUPE $ 55,872.96 26·Sep PP#2-20 Casuals $ 18,980.94 26-Sep PP/12-20 TOC's $ 4,683.33 Total Net Pay $ 127,849.46 131 TRUSTEE EXPENDITURE REPORT AS OF August 31, 2020 Current Year•To-Oate Budget Available % Spent 4-40-19000 GOV HONORARIUM $,076.40 11,600.40 67,$10.00 56,009.60 17% 4-40-20000 GOV BENEFITS 431.46 811.18 4,372.00 3.560.82 19% .., 4-40-31200 N PROFESSIONAL SERVICES.LEGAL 0.00 10,000.00 10,000.00 0% 4-40-34000 GOV TRAVEL, MEALS, MILEAGE 0.00 32,500.00 32,500.00 0% 4-40-37000 GOV DUES & FEES 6,370.62 9,185.00 2,814.38 $9% 4-40-39000 INSURANCE 1.135.00 1,135.00 . 100% 4-40-42000 OTHER CONTRACTS 0.00 5,000.00 5,000.00 0% 4-40-42025 ELECTIONS 0.00 . 0% 4-40-51000 GOV SUPPLIES 0.00 1,000.00 1 000.00 0% 4-40-59000 COMPUTER EQUIPMENT 0.00 . 0% Total 6,507.86; 19,917.20; 130.802.00 , 110,884.80 15% Trustee Report Julv to June 2021 TRUSTEE EXPENDITURE REPORT AS OF September 30, 2020 Cum,nt Year-To-Date Budget Available %Spent 4-40-19000 GOV HONORARIUM S.800.20 17,400.60 67.610.00 50,209.40 26% 4-40-20000 GOV BENEFrTS 402.50 1,213.68 4,372.00 3,155.32 28% 4-40-31200 PROFESSIONAL SERVICES-LEGAL 0.00 10,000.00 10.000.00 0% ::: 4-40-34000 GOV TRAVEL. MEALS, MILEAGE 42 .23 42.23 32,500.00 32,457.77 0% 4-40-37000 GOV oues& FEES 6,370.62 9,185.00 2,814.38 69% 4-40-39000 INSURANCE 1,135.00 1.135.00 . 100% 4-40-42000 OTHER CONTRACTS 0.00 5,000.00 5,000.00 0% 4-40-42025 ELECTIONS 0.00 . 0% 4-40-51000 GOV SUPPLIES 0.00 1,000.00 1,000.00 0% 4-40-59000 COMPUTER EQUIPMENT 0.00 . 0% Total 6,244.931 2ll;162.~t 130,802.00! 104,639.B7i 20%1 BOARD OF EDUCATION SCHOOL DISTRICT NO. 50 HAIDA GWAII MEETINGAGENDA ITEM# 12.1 Action: Information: X Meetlng: Regular MeetingDate: October27, 2020 Topic: Supportsprovided to schoolsby NorthemHealth Background/Discussion: 12.1-Supportsprovided to schoolsby NorthernHeatth RecommendedAction: Presentedby: Superintendent 134 Population& Public Health - RegionalOffice 400-14864"' Avenue Prince George,BC V2L 4Y2 Telephone(250} 565-2649 September14. 2020 To; Superintendents of Publlc Schools and Independent School Authorities Re: Support& provided to schools by Northern Health Schools and the health system have a shared interest in helping students stay safe and healthy. In this letter, we outline the supports that Northern Health (NH} provides to schools in Northern BC. Please distribute to all schools under your authority as appropriate. SchoolSettings: COVI0-19 InfectionControl Responslblllties Providingstudents. families and school staff with safe and healthy school environmentswill help prevent the spread of COVID-19. The BC Centre for Disease Control (BCCOC)'sCOVID-19 Public Health Guidance for K-12 School Settings {http://www.bccdc.ca/Health-lnfo Site/Documents/COVIDpublic guidance/Guidance-k-12-schools.pdfl outlines the importanceof schools implementingas many infection prevention and exposure control measures as reasonably possible in the school setting to reduce the transmissionof COVID-19. Note that the guidance document was recentlyupdated on September 11. 2020, and will continue to be revised as Public Health learns more. On page 3, the "Hierarchyfor Infection Preventionand Exposure Control Measuresfor CommunicableDisease" shows the most effective to the least effective measures: 1. Public health measures(most effective): emphasize the expectationfor students and staff to stay home if they have new and unexplainedsymptoms, and seek health assessment if they have fever, multiple symptoms, or symptoms persisting beyond 24 hours. If a person tests positive, public heatth staff will provide recommendationsto the person. to their close contacts, and to school administrators. 2. Environmentalmeasures: changes to the schools' physical environment that reduce the risk of exposure, such as being in outdoor spaces, maintaining physical distance or directing traffic flow in hallways, creating physical barriers where appropriate,and ensuring frequent cleaning and disinfecting of schools. 3. Administrativemeasures: develop policies and procedures,and provide orientation,education and training, to help reduce the risk of exposure. 4. Personal measures:measures individualstake to protect themselves and others, such as maintainingphysical distance. hand washing and coughing into the elbow. 5. Personal protectiveequipment (least effective): wearing masks or other personalprotective equipment. Masks are not effective as a stand-alone measure. For additional infonnatioo on these measures, please see FrequentlyAsked Questionson the BCCOCCOVID-19 webpage for schools (htto:l/www.bccdc.ca/hearth-info/diseases-conditionslcovid• 19/childcare-schoo!slschoolsI. 135 Page 12 Any studentsor staff who develop new COVID•10-like symptomswhile at school should be promptly isolate NH follows up directly with all confirmed cases of COVID-19 to identify and notify their close contacts, and advise these close contactsof the precautionsthey should take. When a case is Identified that may have exposed others in a school setting, NH wmwork with school administratorsto ensure the individualsthat may have been expose 136 • The public health follow-up process is the same for any potentially urgent infectiousdi~ase (COVID-19,measles. meningococcaldisease. pe If you becomeconcerned about a serious or urgent situation involvingan infectiousdisease other than COVID-19(i.e. for which there is not already a comprehensiveplan in place), please contact us immediately.Early communicationabout a potentially urgent situation involvingan infectiousdisease willensure: • Staff, students. and families can receive timely and accurate health information; • Inaccuraterumours can be promptly dispelled; • Any necessary infectioncontrol measures can be implementedpromptly; and, • NH can take additionalaction in the broader community, if required. School Health §uppo!l! Fosteringhealthy schools involvesongoing support and open, two-waycommunication between the school and dedicatedhealth professionalsthroughout the school year. To facilitate this, each school is attached to one of NH's local Primaryand Community Care Teams.Schools can expect a memberfrom this team to be in contact with them at the beginningof the school year to plan for school health services such as: • Routine grade 6 and 9 immunizations; • Catching up students who missed immunizationsdue to the COVID-19 pandemic; • Kindergartenhealth events (immunizations,vision screening, hearing testing, dental screening,and health promotion resources); • Providingannual educationand consultationfor school staff around potentially life threateningillnesses such as epilepsy, anaphylaxisand diabetes (includingglucagon administrationwhen requestedby a parent} EnvironmentalHealth teams can provide guidance in regards to food safety, water. sanitation,and air quality. They also complete physical environmentinspections of schools every three years. They can advise on a range of topics including communicabledisease preventionand emergency preparedness.Contact the Primaryand CommunityCare team memberassigned to your school for further information. Mandatoryreporting of lmmuniz.e.ti2na BC's VaccinationStatus ReportingRegulation (https:/lwww.healthlinkbc.ca/vaccination -status raporting)(VSRR) came Into effect on July 1. 2019. It supports a priority initiative by the Ministry of Health and the regional health authoritiesto document the vaccination status of school age children and encouragecatch-up of missed immunizations. Mandatoryreporting is part of an ongoing plan to increase immunizationrates for all vaccine-preventablediseases. Reportingprovides health authoritieswith up to date records and improvesthe response to outbreaksof vaocine-pre11entablediseases. ·Informationabout implementationof the VSRR. and associatedresponsibilities of schools,will be forthcominglater in the school year. 137 , Page 14 Whenand how to get In touchwjlh Northern Health &:hoots are encouragedto contact NH in the followingsituations: Situation Contact lndivldual(s)in need of Immediatemedical Call 9-1-1. care Urgentquestion& or concernsabout Urgentlyor routinely,contact the Primary infectiousdiseases among studentsor staff, and CommunityCare Team member includlng: as&ignedto your school. • Urgent COVID-19related questions • large clustersor outbreaksof common This team will be reachingout to &<:hool illnesses.such as gastrointestinalillne&s principalsearly in the school year to or infh.1em:a-likeillness providespecific contact information. • cases of uncommonInfectious diseases, such as measles,mumps, or pertussis (whoopingcough) or Routine local planningrelated to non-urgent health issues(lmmuni%ationiJ, education. health promotion,overdose prevention. injury nrevention,mental health and wellness, etc.i Assistancewith health and &afetyplanning Consultfirst with your Sch0<>IDistrict, relating to COVI0-19 who shouldbe able lo answer most questions. Superintendentswill bring any questions they are not able to answerto Northam Health's RegionalNursing Lead for Healthv Schoolsand Youth. To learn more about ComprehensiveSchool Contactthe RegionalNursing Lead for Health (CSH). or to discuss districtpriorities Healthy Schoolsand Youth, via emall at renard!nnhealth nromotion in schools heallhvsehnol~rn>northernheallh.ca. To review our previouscommunications to schools on topics such as COVID-19.immunization reporting,vaping, and others, pleasevisit Northern Health'sSchool and Youth Health (https://www.northernhealth.ca/heaHh-topics/school-youth•health}webpage. and select Communicationsto Schoolsf1om Medical Health Officers. Thankyou for your attentionto this info1mation.We look forward to workingtogetlier to ensure a safe and healthy school year. Yours truly, /0-'__,__~ --27=·«7' - Or. Jon9 Kim. MD MSe fRCPC ~ Or. Rat. ~~ Sc MPH Dr. Rain.I Fumerton, MOMPH Dr. AndrewGr ~ D MSc UChielMedical HealthOll'iO&t FRCPC FRCPC FRCPC NorU\emHealth Me 138 Pace IS Appendix: COVID-19resources that &upl)Ortechools and mentalheallh BC Centre for DiseaseControl (BCCDC) COVID-19 Public Health Guidance for K-12 Schqol Settings {http:ltwww.bccdc.ci!/Health-lnfo- Site/Oocuments/COVIDpubljc guidance/Guidance-k-12-schools.pdflorovides guidance for educators, administratorsand support staff at public, independentand first Nations K-12 schools to preventthe transmissionof COVID-19 and maintain a safe and healthy environmentfor students, famllles and staff BC Centre for DiseaseControl (BCCOC}Schools (http:/lwww.bcedc.ca/health-info/diseases conditions/covid-19/childcare-schoolstschoolslwebsite provides informationand FAQs on how to keep the risk low for COVID-19 in schools and childcaresettings BC Ministry of Education'sSafe & Healthy Schools Chttps://www2.gov.bc.ca/gov/contenVeducation training/k-12/administration/program-management/safe-caring-anct-orderlv-schoolsl orovides Informationon restarting BC's schools. education resourcesfor parents and health end safety measures Northern BC residentscan call to speak to a nurse. physician, or nurse practitioner for information. health advice, or virtual screenings and assessments by contacting NorthernHealth's Covid-Hl Online Clinic (https://stories.northernhealth.ca/stories/coyid-19-online-clinic-info-line-seeing-increase call-volumel and InformationLine: 1-844-645-7811 Work Safe BC has developed protocols for K-12 education providers that include guidance for school administrators.teachers, bus drivers, and others that support the school community: Education (K- 12): Protocols for returning to operation (https:/lwww.worksafebc.com/en/about-us/covid-19- updates/covid-19-returnin9-safe:9peration/educati9n) BC Centre for Disease Control{BCCDC) Mental Well~ing during COVID-19 Chttp://www.bccdc.ca/heallh-info/diseases-conditions/covid-19/about -covid-19/mental -well-being during-covid-19)offers tips for supporting mental wellbeing during the COVID-19 pandemic. There are tips for children, youth. parents and other mental health and wellbeing resouroes Child Health BC has a list of COVID-19-MentalHealth Resources (https://www.childhealthbc.ca/covid-19-mental-health-resourcesl Gf Strong School Programhas a tip sheet Home LearningDuring the Pandemic for Studentswith Concussions (https:f/gfsschoolprogram.weebly.com/uploads/1/0/9/6/10969429/tipsheet concussion and pandem ~ to help students learn from home and manage common ooncussionsymptoms for help with mental health and anxiety support, visit: www.bouncebackbc.~ or: www.anxietycanada.com The Stigma Free Toolkit (https://stigml3freetoolkit.com/youth-com~r/downloadable-resourcesl}is a COVID-19 based Online Wellness Programto support youth mental health at horn& The NH Child and Youth Mental Health and Substance U§e Resources for famili~~ (https://www.northernhealth.ca/siles/northernhealth/files/health-information/health- 139 Page 16 topics/coronayirus/documents/covld-19-cymhsu-resources-for-families.pdQprovides a 11stof contacts in the north to support childrenand youth Resources for Families and Support Teams of Children and Youth with Neurodevelopment Diagnoses (e.g,. Autism, FASD) durjng COV(D-19 (https://www.northemhealth.ca/sites/northernhealth/files/heallh-information/heallh topics/coronavirus/documents/covid-19-families-neurodevelopmental-disorders .pdf) - 140 Population& Publlc Health - Region.iiOffice Suite 400 14884 111Avenue Prince George, BC V2l 4Y2 Telephone(250) 565-2649 September1, 2020 To: Sup11tlntendentaof Publlc School& and Independent School Aulhorllleg Re: School Medical Officers under the School Act Thiswill confirmthat the RegionalBoard of NorthernHealth ha5 designatedthe followingMedical Heallh Officers as SchoolMedical Officers for NorthemHealth, as requiredunder Section89 .oflhe School Act. -.:-,1·,,c:. \) J' ~()~:, i "-,1:, .::-,,1, 111 11',! ~,chool M..:(llt:til O•fn:t-:1,Con~;:;,:;1-11\: #50 - Haida Gwalll Ove611Chartottes . #52 • PrinceRuDel't _ #54 - SulklevNallev #82 - Coast Mountains tr# Dr. Raina Fumerton O: 250-631-4261 ~7 • Stlkine C: 250-641-1758 #92 • Ni"""'a #93 - CollSeilScolalre Francophone Re: Jack Cook Efementarv. TerraceBC 1#28 -.Quilsnel ' ' #57 - Pnnce,Geome #91 - Nechako,Lakes NI Or. Rakel Kfloo 0: 250-665-5618 #93 • ConsellScolaire F,ancophone C: 250-640-5893 Re: DuchessR ai'kSecondary I and Ecole Franco-Noto #59 - PeaceRiver South NE #60 - PeaceRiver North Or. Raloa Fumerton 0: 250-631-4261 I #81 - Peace,River,Fort ~Ison C: 250-841-1758 You will be advisedof furll'lerche119es to this list as/if they oocur. In the event you are unableto reachyour designatedSchool Medical Officer in an urgentsituation, the Medical Health OfficelSprovide alternate arrangementsvia their voice mail messages. Pleasedistribute as appropriateto the schoolsin your district. Sincerely. Or. Jong Kim, MD. MSc. FRCPC InterimChief MedicalHealth Officer North•m Health CC. Or. JOtlg Kim. InterimChief Medieal Haal!hOfficer Ot. Rain• Fume11on. Medii.alHea-h Offioer - NC>tlhweltHSOA and InterimNortl>eHt HSOA, Nolthem Health Or Rskel !'Jing, Mil Fromthe Office<>f the ChloI Modic•!Knttn Ofll<;et Telooltono: 2111).26t,723&Fu : 2S11-i1~110 141 RegionalNorthern Health staff provide health promotioninitiatives, programs and resourcesto support schoolsin the 2020/2021 school year: The RegionalNursing Lead, Healthy Schools and Youth,follows a comprehensive school health approachto supportschools, schooldistricts and school partnersacross the north with health promotionInitiatives. This role acts as a liaison betweenschools and Northam Health by co0 Regionalhealth promotion actfvltles, lnfonnation and r&Sources: • MentalWellness - For sehoofslooking to enhance the mentalwellness of srudentsand staff. Someresources to consider are found here: ...!/1. ohttp://bit_ly/school-menlal-wellness ~~ northernhealth t 142 r·• ' . ~ - ., ~ ,, _:-_ 1 -· - • • SubstanceUse - For supports related to vaping, tobacco, cannabis, alcohol and other substances, some resources to consider are: o For help to quit smoking or vaping: visit guitnow.ca or call 1-877-455- 223 to get infonnationand FREE nicotine patches, gum, lozenges or inhalers through the BC Smoking Cessation Program lhttps://www2.gov.bc.ca/g2v/@ntentlhealth/heallh-drug coverage/pharmacare-for-bc-residentslwhat-we-cover/drug coverage/bc-smoking-oessation-pC2Qram) o http://bit.ly/school-substance-use • Sexual Health - For schools looking to promote sexual health, some resources to consider are: o http://bil.ly/s chool-sexual-hea~h • Physical Activity- For schools looking to decrease sedentary behaviour in the learning environmentand enhance students' physical literacy. Some resources to consider are: o http://bit.ly/school-physical-activity o A School PhysicalActivity and Physical Literacy Project (funded by the Ministry of Health) will be delivered by Engage Sport North in up to 50 schools across the north beginning in September 2020. The project goals include supportingteachers and schools to confidently increase movementopportunities in the everyday learning environment. recognizephysical activity as a mechanismto supportenhanced student and teacher physical and mental wellness, and increase knowledgeof Indigenousperspectives on health and wellness to support Indigenous students in a culturalfysafe way. • Dental Health - For schoolslooking to enhance dental health: o Dental resource ktts are available tor loan to primary teachers to provide dental health and tooth brushing lessons o NorthernHealth• Dental Health Program https:l/www.northernhealth.ca/services/proqrams/dental-health-program • Injury Prevention- Injury risk is conn&ctedto children and youth's age and stage of development.There are supports for schools to connect to age appropriateprogram& and resources that encourage building a child's capacity to be safe. Resouroesare available on a wide range of topics that provide curriculum and project content. For more Informationvisit the Northern Health, Injury Preventionwebpage: o https:/lwww.northernhealth.ca/health-information/injury-prevention 2 143 ...... ' "-~· / ' • ·-----.--~'~.I.~ ·- " Immunization&- For resourcesto help educate and promoteimmunizations: o Kids Boost lmm~nity (https://kidsboostimmunity.comO!KBI) is a free online platform for Canadianteachers to engage digital-agestudents. There are lessons with interactivequizzes that reflect science,health ancl social studies ctirriculumacross BC and Canada. Studentscan earn a vaccineto donate to a child in another part of the wortdfor each quiz they successfulfycomplete. o For Grade 6 Teachers- !he prepare yourstudents for immunizationday poster is availableto promote KBI. (https:1/kidsboostimmunity.com/sites/defaultlfiles/reusable_files/immunizati on_day _poster.pdf} To get monthly updates throughoutthe school year on up and cominggranting opportunities,heatth promotion initiatives,training opportunitiesand resourceswatch for Northern Health's "HealthierNorthern Communities eBrlef." To subscribe,send a blank email wlth "subscribe"in the subject line to [email protected]. 3 144 - BOARD OF EDUCATION SCHOOL DISTRICT NO. 50 HAIDA GWAII . MEETINGAGENDA ITEM# 12.2 Action: Information: X Meeting: Regular MeetingDate: October27, 2020 Topic: Letterfrom V illageof PortClements Background/Discussion: 12.2-Letterfrom V illageof PortClements Re:Bussing RecommendedActlon: Presentedby: Superintendent - 145 36 CedarA\fenue West The Village of P08o'1~8 PortClements, BC PORTCLEMENTS VO'l'lRO Phono: 2S0-SS7-4295 'Gateway to the Wilderness" FAX: 2S0-SS7-4S68 Emall: offic~@portclem@t\ts..ca Web: www.t)ortdementi.ca October 19, 2020 To: Board of School Trustees School District No. 50. Haida Gwaii PO Box 69 Queen Charlotte, BC V0T ISO Re: Port Clements Elementary Busing The Village of Port ClementSis requesting that 1heBoard of School District No. 50 address the lack of busing available to Port Clements ElementarySchool (PCES) and the subsequent health and safety concerns posed by this reduction of service by reconsidering the cancellation of the Tiell/Port Clements bus route and chedecision to refuse transportationsubsidies for Tlell parencscurrently driving 1heir children to PCES. Parents of children who fonnerly were able to attend PCES when there was a bus route, such as the parents in Tlell, are faced with limited and punishing choices: either financially, on themselves, or on the health, safety and emotional well-being of their children. The School District has determined that parents who drive their children to PCES are ineligible for transportation subsidy, leaving parents out•of-pockelfor these costs on top of the scheduling challenges it poses to their work conditions.These financial pressures have been exacerbated with the advent of COVID•19. However, parents find this or homeschooling preterable to the alternative where their children, as young as 4.5 years old, have a daily 3-hour bus ride on top of their school day in order to get to school in Skidegate. The Tiell/Queen Charlotte bus route takes three times as long as the Tlell/Port route t0ok, starting at 7:30 AM and reaching the school in Skidegate at 9:00 AM after going through Queen Chsrlone to the high school. It is a bus shared with high school students, with children as young as 4•5 years old in the same limited space as teenagers up to 17/18years of age or older. This is concerninggiven the physical, emotional, and mental developmental differences between age groups and poses a health and safety question. When this 3-hourmixed-cohort bus route was being proposed and consideredas an option, was a health assessment done to ensure that the emotional, mental, and physical wellbeingof the children was being maintainedand accounted for under these conditions?Our community has not seen this, and as expected many parents have chosen not to risk their children's health and safety, either choosing to homeschoolor drive their children to PCES. Asides from the paramount health and safety concerns, when the bus service was cancelled in 2018 it resulted in a drop of PCES enrollment, as children from other communities that attended PCES were funneled to other schools instead. This resulted in the classes being compressed from three classes with two to three different grades in them 10 two classes with four grades in them. This exacerbates the educational challengesin handling mixed grade cohorts and conveying lheir respective materials, as children in different grades have different educationalmaterials and expectations to meet. This reduction in studen1salso reduced staffing levels, which in tum reduced or eliminated extra-curricular sports offerings and social events. Altogetherthis impacts the educational quality and social health of PCES and decreases its long-tenn viability. II drastically reduces its appeal 10 families which might locate 146 Port Clements Elementary School busing concerns Background: At the September 8, 2020 regular meeting of Council, Bev Lore expressed her concern about the cancellation of the Tiell-Port Clements elementary school bus rnn and the effect that this has had on the Port Clements Elementary School (PCES). CAO Ruby Decock, a member of the Tiell Community Association, reached out informally and reported to the September 2 1, 2020 regular meeting that 6-8 Tiell children would attend PCES if busing was provided. History of PCES busing: Students from Tiell have been bused to Port Clements to attend school since the 1950s. ln 1962 a road was opened to Juskatla, adding students from that community. In all islands schools at that time-Masset, Port Clements, Queen Charlotte, Sandspit, and Tasu-Grades 1-10 were taught. Students boarded with families off island to complete grades 11 and 12, receiving a subsidy to defray costs from the School District. In 1970 Tahayghen Elementary was built and opened to accommodate the influx of military personnel dependents due to the expansion of CFS Wlasset, the newly renamed George M. Dawson Secondary School extended to cover grades 8-12, and Port Clements was reduced to a Grade 1-7 elementary school. Busing costs mounted over the years, district enrollment declined, and by 2009, when the School Board briefly cancelled the Port Clements-Masset bus run for high school students, district busing cost $385,000 but the provincial government supplied $291,000 for student transportation, an amount that had remained unchanged O 147 The PAC chair Kazamir Falcon bridge says that to the best of his recollection, no one was advised at the meeting around the district taking over the busing held in October 2017 that the Tiell-Port Clements bus run would be cancelled. PCES teachers were simply told what their teaching assignments would be in 2018. Results at PCES: Since this decision to cancel busing services to PCES has seen: 1. sustained drop in school enrollment from 35-38 FTE (2015/2016/2017) to 19-23 FTE (2018/2019/2020), or 35%-50%; 2. concomitant drop in Parent Advisory Council membership, leading to erosion of participation -- notably, in 2020 budget input, PCES is sole PAC unrepresented; 3. reduction from three classes ·with double/triple grade splits to two classes with quadruple grade splits; 4. concomitant reduction in staffing levels, with associated reductions to or elimination of everything from extra -curricular sports offerings to social events such as Christmas concerts; 5. virtual elimination of students attending PCES from anywhere other than Port Clements itself, reinforcing isolation and insularity in Haida Gwaii's smallest incorporated community; 6. lowered enrollment pushing school to borderline financial viability, even with supplemental funding for isolated rural schools. Results for Tiell parents/students: Elementary students are boarding the bus at 7:30 a.m. in Tiell and arriving at their school at 9 a.m. Students are driven past their school in Skidegate at 8:15 a.m., but because supervision is not provided on school grounds until 8:30 a.m., they cannot be dropped 148 Suggestions: I recommend that the Village of Port Clements: • ask the Regional Officer of Health to assess the safety implications of putting elementary school children on a bus for 3 hours a day alongside secondary students - mixing cohorts, expanded confined-space exposure; • write to the School District 50 Board of Education o identifying the effects of cancelling the Tlell/Port Clements school bus run, and asking them to reconsider that decision; and o asking them to reconsider their decision to refuse transportation subsidies for Tlell parents currently driving their children to PCES; • ask the PCES Principal and the School District Superintendent to immediately develop a plan to ameliorate the notable and continuing educational and social effects that this has had on PCES students and on residents of Port Clements and Tiell; • ask the Tiell Community Association to conduct a more formal assessment of the number of affected families/students in their community; • look at transportation alternatives such as the Sandspit Community Bus; • once the provincial election is over, write to the Minister of Education and our local MLA advising of the drastic impact of this decision, which is pushing our sole local school to the thin edge of viability; • this is especially shocking given the effort the community has gone to creating the school within the multipurpose building. Respectfully submitted, Brigid Cumming Councillor Village of Port Clements OcU,be, S, 2020 · Page S of S 149 BOARD OF EDUCATION SCHOOL DISTRICT NO. SO HAIDA GWAII MEETINGAGENDA ITEM# 12.3 Action: Information: X Meeting: Regular MeetingDate: October27, 2020 Topic: HaidaGwaii Teacher's Union letter Background/Discussion: 12.3--HaidaGwaii Teacher's Union letter RecommendedAction: P1esentedby: Superintendent 150 Roland Denooij, Chair Schoo! District #SOBoard of Trustees September 27, 2020 Dear Mr. Denooij, On behalf of the members of the Haida Gwaii Teachers' Association, I'm writing today with an urgent call to action. We're calling upon you and your colleagues to work with us to ensure the highest standards of health and safety are in place in our schools. As the pandemic continues to spread across our province and around the world, we are already hearing the news we most dreaded. In the (jrst week back, cases of COVID-19 are being reported in individuals within the BC school community. Our concern is that it is only a matter of time until transmission happens within schools because key preventative measures are not in place. In order to mitigate the transmission of the virus it's important that measures such as physical distancing and wearing masks are in place. We must all do our part to reduce the risk of further spread in our schools and communities. The recent announcement of $242 million in federal funding gives school districts the ability to make some much needed changes. Across BC, teachers are urging trustees to use those funds to reduce classroom density, implement more Plexiglas protective screens and to provide more options for families such as, hybrid and/or remote learning options. These measures will help to reduce classroom density so everyone can maintain proper physical distancing in schools. In our school district, we're also urging you to work with us to provide a better option than home schooling or enrolling in another district's DL program to families who choose not to participate in in class learning at this time. We also urge you to develop a district COVID Leave of absence policy and fund, like Cranbrook and Femie districts, so teachers do not have to use sick days when they are directed to self-isolate. Facing the historic challenge of the corona virus, let's work together to ensure that the record will show that we did absolutely everything in our power to protect the children, youth, workers and teachers of BC from COVID-19. As the employer, you have a profound responsibility to ensure every possible action was taken. I would very much welcome the opportunity to discuss this with you further. Please don't hesitate to contact me soonest at [email protected] or 250-626-7291 (cell). Sincerely, Warren McIntyre, President Haida Gwaii Teachers' Association 151